ACTION RESEARCH:

WRITING THE LITERATURE

REVIEW, AND USING THE RIGHT
APPROACH IN DATA
GATHERING
Dr. Dennis E. Maligaya
30 August 2018; 4,6,11,13 September 2018
Schools Division Office of Taguig City and Pateros
Review of Literature- Defined
 Generally, the purpose of a review is to
analyze critically a segment of a published
body of knowledge through summary,
classification, and comparison of prior
research studies, reviews of literature, and
theoretical articles.
Example of an Action Research
Problem
 Improving Reading Comprehension
Through the Use of Higher Order
Thinking Activities

Components/ Variables:

Reading Comprehension,
Higher Order Thinking Skills
 10 Questions For Your Lit. Review
1. What do we already know in the
immediate area concerned?
Reading comprehension is the ability to
process text, understand its meaning, and
to integrate it with what the reader already
knows (Grabe, 2009)
One of the main 21st century components
that teachers want their students to use are
higher-order thinking skills. This is when
students use complex ways to think about
what they are learning (Cox, 2015).
Higher-order thinking takes
thinking to a whole new level.
Students using it are
understanding higher levels
rather than just memorizing
math facts. They would have
to understand the facts, infer
them, and connect them to
other concepts (K-12 Teacher
Alliance, 2016)
 10 Questions For Your Lit. Review
2. What are the characteristics of the key concepts or
the main factors or variables?
Comprehension varies as a function of
reader characteristics including word
reading skills, vocabulary, background
knowledge, working memory as well as the
reader’s ability to recall text and make text-
based and knowledge-based inferences.
Higher order thinking is thinking on a
level that is higher than memorizing
facts or telling something back to
someone exactly the way it was told
to you (Thomas & Thorne, 2017)
When a student is exposed
to a new concept, it is
important to connect the
new concept to concepts he
already knows. He can do
by classifying, categorizing,
recognizing patterns, or
chaining. The idea behind
each of these connecting
processes is to find all the
"relatives" of that concept
and make a "family tree" for
the concept (Thorne, 2017).
 10 Questions For Your Lit. Review
3. What are the relationships between these key
concepts, factors, or variables?
When children first learn to read, much of
their effort is focused on decoding and
pronouncing each word correctly. While
this kind of phonetic interpretation is
essential, in order to become proficient
readers students have to be able to
understand the meaning of what they read.
This not only requires comprehension skills
but ultimately good thinking skills (K12
Reader, 2016)
Reading comprehension involves
the ability to not only read the lines
but also the abstract step of
“reading between the lines.”
However, the next crucial step
involves higher order thinking that
takes reading between the lines
one step farther. “Good readers”
have the ability to read beyond the
lines. Higher-order thinking skills
enable students to do this and find
the real value in the information
they are reading (Sam, 2017).
 10 Questions For Your Lit. Review
4. What are the existing theories?

Benjamin Bloom and the educators he

worked with in 1956 classified the
behaviors associated with new information,
defining what they expected students to
exhibit at the conclusion of a lesson series.
What they developed was a list of
objectives that were arranged from the
simplest to the most complex, or from
factual to conceptual (Slavin, 2009, p.413).

Bloom's original taxonomy had six

categories in the cognitive domain, each
carefully defined and reaching across
subject matter lines (Krathwohl, 2002).
10 Questions For Your Lit. Review
 5. Where are the inconsistencies or other
shortcomings in our knowledge and
understanding?
Once students have learned to read, we spend most of our time
from 3rd grade on trying to help them develop their thinking skills
and use them as tools to process their thoughts. As Alvermann and
Phelps (1998) tell us, “The curriculum must expand to include
information and activities that explicitly support students in learning
to think well. The emphasis is less on the mastery of information
measured by a recall-based assessment and more on learning how
to use one's mind well, to synthesize and analyze skillfully” (p. 69).
Put plainly, students will need these higher-order skills to succeed in
their lives and careers.
10 Questions Cont.
6. What views need to be (further) tested?

This action research project was conducted to improve reading

comprehension with second grade and third grade students.
The teacher researchers intended to improve reading
comprehension by using higher-order thinking skills such as
predicting, making connections, visualizing, inferring,
questioning, and summarizing. In their classrooms the teacher
researchers modeled these strategies through the think-aloud
process and graphic organizers. This was followed by students
using these strategies through whole class, small group, and
independent practice.
10 Questions For Your Lit. Review
7. What evidence is lacking, inconclusive,
contradictory or too limited?
The teacher researchers gathered information prior to
implementing the reading strategy interventions. The
Metacomprehension Strategy Index indicated a lack of
student knowledge of strategies to use before, during, and
after reading. The State Snapshot of Early Literacy given to
the second grade students identified 9 of the 16 students
below target level. The Test Ready Test given to the third
grade students indicated 10 of the 17 students were at risk
for reading comprehension failure.
10 Questions For Your Lit. Review
8. Why study (further) the research
problem?
Without the solid foundation of reading skills the researcher
feels that children will struggle hard throughout their schooling
and adult life. By learning the best comprehension strategies
and how to best teach these strategies to the pupils, the
researcher hopes to provide the solid foundation needed to
succeed (Dauran, 2012).
10 Questions For Your Lit. Review
9. What contribution can the present study
be expected to make?

Although the school’s NAT result has met or exceeded its

expectation, still the researcher has thought of a way to
improve it (Dauran, 2012).

Reading is considered as an active process involving readers

to perceive correct meaning of the reading materials. A number
of researchers have asserted the importance of English in
education (Pritchard & Nasr, 2004; Venkatraman & Premak,
2007).
10 Questions For Your Lit. Review
 10. What research designs or methods
seem unsatisfactory?
Action research design is an educational research involving
collecting information regarding current educational programs and
outcomes, analyzing the information, developing a plan to improve it,
collecting changes after a new plan is implemented, and developing
conclusions regarding the improvements.
Before beginning your paper, you need to decide
how you plan to design the study.

 The research design refers to the overall

strategy that you choose to integrate the
different components of the study in a
coherent and logical way, thereby, ensuring
you will effectively address the research
problem; it constitutes the blueprint for the
collection, measurement, and analysis of
data. Note that your research problem
determines the type of design you
should use, not the other way around!
The function of a research design is to ensure that the evidence
obtained enables you to effectively address the research problem
logically and as unambiguously as possible.

 In social sciences research, obtaining

information relevant to the research
problem generally entails specifying the
type of evidence needed to test a theory,
to evaluate a program, or to accurately
describe and assess meaning related to an
observable phenomenon.
CONTINUED…
 With this in mind, a common mistake made
by researchers is that they begin their
investigations far too early, before they have
thought critically about what information is
required to address the research problem.
Without attending to these design issues
beforehand, the overall research problem
will not be adequately addressed and any
conclusions drawn will run the risk of being
weak and unconvincing. As a consequence,
the overall validity of the study will be
undermined.
The length and complexity of describing research designs in your
paper can vary considerably, but any well-developed design will
achieve the following:

1. Identify the research problem clearly and justify its selection,

particularly in relation to any valid alternative designs that could
have been used,

2. Review and synthesize previously published literature associated

with the research problem,

3. Clearly and explicitly specify hypotheses [i.e., research questions]

central to the problem,

4. Effectively describe the data which will be necessary for an

adequate testing of the hypotheses and explain how such data
will be obtained, and

5. Describe the methods of analysis to be applied to the data in

determining whether or not the hypotheses are true or false.
 Types of Research Design
 Experimental, Case- study, longitudinal
design, cross-sectional design
Experimental design refers to how A longitudinal study is an
participants are allocated to the different observational research
conditions (or IV levels) in an experiment. method in which data is
a case study is a research method gathered for the same subjects
involving an up-close, in-depth, and repeatedly over a period of
detailed examination of a subject time.
of study (the case), as well as its related
contextual conditions A cross-sectional study involves looking at
people who differ on one key characteristic at
one specific point in time. The data is collected
at the same time from people who are similar on
other characteristics but different on a key factor
of interest such as age, income levels, or
geographic location.
Method of Data Collection
 Questionnaire
 Interview (structured, or loosely
structured)
 Observation
 Analysis of Documents
 Unobtrusive Method (The unobtrusive approach often
seeks unusual data sources, such as garbage, graffiti and obituaries, as well as

more conventional ones such as published statistics. )

Approaches in Action Research

 Descriptive Research
◦ Quantitative Research
◦ Qualitative Research
 Experimental Research
Descriptive Research
 Quantitative Research. It uses
quantitative methods to describe what is.
It involves describing, recording, analyzing
and interpreting condition that exist. It
involves some type of comparison or
contrast and attempt to discover
relationships between existing non
manipulated variables. Some form of
statistical analysis is used to describe the
result of the study.
Sample Instrument
Sample Instrument
Descriptive Research
 Qualitative Research. It uses non
quantitative methods to describe what is,
uses systematic procedures to discover
non quantifiable relationships between
variables.
Sample Instrument
Sample Instrument
What Approach is appropriate for
this problem?
 Improving Reading Comprehension
Through the Use of Higher Order
Thinking Activities
higher-order thinking skills such as predicting, making
connections, visualizing, inferring, questioning, and
summarizing.
What Approach is appropriate for
this problem?
 Improving Reading Comprehension Skills
Through the SCRATCH Program
Informal Reading Inventory (Quan)
•Readability Evaluation Rubric (Quan) •Participant Selection Forms
(Quan)
• Identification Form for Developmental Level in Reading
Comprehension (Quan)
• Identification Form for Developmental Level in Reading
Comprehension Administered to Whole Class (Quan)
•Observation Notes (Qual) •Researcher Diary (Qual)
•Video Recordings (Lessons- Students' Computer Screens) (Qual)
• Students' Scratch Projects (Qual) •Teacher Interview Form (Qual)
• Student Interview Form (Qual)
What Approach is appropriate for
this problem?
 Improving Reading Comprehension Skills
through Metacomprehension
Strategy Index
 These are selected instructional strategies presented by
Kelly and Kelly (2013) that can be employed in the probable causes
of action in the conduct of Action researches :
Active Learning Adaptive Learning Environments Model
Alternative to Recitation Buddy System
Computer-Assisted Instruction Character Analysis
Cloze Procedure Collaborative Learning
Collective Notebook Comic Books
Completed Work Chart Cooperative Learning Model
Group Discussion Discussion Web
Dissections Experimental Inquiry Discovery Teaching
Dramatizing
Cooperative Integrated Reading and Composition
Drawing Dream Diary
Error Analysis Cooperative Dyads
Experiential Learning General-to-Specific Sequencing
Generative Learning Model Graphic Organizer
Group Investigation Independent Practice
Independent Reading Programs Induction Matrix
Inductive Inquiry Logical Cycle of Inductive
Inquiry Inductive Thinking Open Text Recitation
Jumbled Summary Nutshelling
Inside-Outside Circle Instant Messenger
Note-Taking Open Discussion
Opinion Sampling Paired Comparisons
Scripted Semantic Associations
Semantic Feature Analysis Spiral Sequencing.
Commonly Used Instructional Strategies in
Action Research :
Use of Word Puzzles Modular Instruction
Activity Oriented Approach Comic Strips
Picture Books Practical Work
Activity Cards Games and Puzzles
Vocabulary Notebook Noting Details
Reward System Semantic Webbing
Manipulative Devices Flashcards
Remedial Teaching Horn Method
Experimental Research
Experimental Research. It describes
what will be when certain variables are
carefully controlled or manipulated. The
focus is on variables relationships.
Deliberate manipulation is always a part of
the experimental research.
 The Lit Review Matrix
WRITING THE INTRODUCTION OF AN ACTION RESEARCH THROUGH ANSWERING THE 10 QUESTIONS IN LITERATURE REVIEW
TOPIC: IMPLEMENTATION OF ANTI-BULLYING IN SCHOOLS
THE LITERATURE REVIEW MATRIX
Cat 1. What do we 2. What are the 3. What are 4. What are 5. Where are 6. What views need 7. What evidence 8. Why study 9. What 10. What
ego already know in the characteristics of the the existing the to be (further) is lacking, (further) the contribution can research designs
ry immediate area the key concepts relationships theories? inconsistenci tested? inconclusive, research the present study or methods seem
concerned? or the main factors between es or other contradictory or problem? be expected to unsatisfactory?
or variables? these key shortcomings too limited? make?
concepts, in our
factors, or knowledge
variables? and
understandin
g?
L/F Bullying is a serious The DePEd With more than
problem in homes, Division of Taguig three years
schools and and Pateros is now implementation of
once a relatively
communities. Often facing big challenges the said Anti-
neglected area of
dismissed as an regarding student bullying law and
research, it now
adolescent ‘rite of safety in schools. the noteworthy
receives the
passage’; research Educational efforts of the
attention of scholars,
clearly indicates practitioners school to curb
writers, the media,
bullying is learned including teachers, bullying in their
researchers,
behavior and headmasters and respective
counselors, and
detrimental to the school schools, the
theoreticians in a
academic, physical, administrators are researcher saw
multitude of
social and forced to create the need to assess
disciplines that
emotional more comfortable the level of
include: psychology,
development of all and safe implementation of
biology, sociology,
involved – bullies, environment for selected public
anthropology,
targets and the students in support secondary schools
education, history,
bystanders who to the Anti-Bullying
and criminology.
witness it policies as
mandated for by
the Act of 2013.
Rigby, K. (2002). Ruscitti, D. (2010).
New perspectives Bullying at school.
on bullying. Jessica Malden, MA:
Kingsley Publishers. Blackwell
London. Publishing.
The Lit Review Matrix
the social and political climate enveloping bullying has placed considerable pressure on schools, and ultimately teachers, to
effectively respond to bullying. School safety has become a national concern in recent years as evidenced by the adoption of
measures to increase incarceration and punishment for school crimes

Van Patten, J. J. & Siegrist, J. (2000). Developing a common faith and ethic for School safety. Paper presented at the meeting of
the American Educational Research Association, New Orleans, LA.

Bullying is not only a problem of the youth but is one that spans all ages. Despite volumes of research, countless “anti-bullying”
programs and increased scrutiny by the media, bullying continues to pervade our culture and our schools. It is a complex social
issue requiring determination, leadership and courage to address. Although it is a difficult challenge, it cannot be ignored. A
wave of recent bullying incidents with tragic outcomes has shed a renewed light on this issue. The advent of technology
allowing for impulsive, anonymous and rapid communication, has expanded the opportunities for bullying to a degree that
necessitates more innovative and immediate responses than ever before

both bullies and on the receiving end of bullying were more likely to have difficulty adjusting to their environment both socially
and psychologically.

anti-bullying campaigns have been put into legislation primarily to protect the aggrieved parties in bullying incidents. This is
covered in the Republic Act (R.A.) 10627. Section 3 of the said R.A. defines bullying as any severe, or repeated use by one or
more students of a written, verbal or electronic expression, or a physical act or gesture, or any combination thereof, directed
at another student that has the effect of actually causing or placing the latter in the reasonable fear of physical or emotional
harm or damage to his property; creating a hostile environment at school for the another student; infringing on the rights of
another student at school; or materially and substantially disrupting the education process or the orderly operation of a
school.

Republic Act 10627 (Anti-bulling Act of 2013). The Philippine Legislations

Traps to Avoid
 Trying to read everything!
 Reading but not writing!
 Not keeping bibliographic information!
Final Note
 A literature review is a piece of discursive
prose, not a list describing or summarizing
one piece of literature after another.
 It’s usually a bad sign to see every paragraph
beginning with the name of the researcher.
 Instead, organize the literature review into
sections that present themes or identify
trends, including relevant theory.
 You are not trying to list all the material
published, but to synthesize and evaluate it
according to the guiding concept of your
research question.
Multiple Authors
 If you are citing a source that has multiple authors, follow these basic steps.
 2 Authors:
 Always cite both authors' names in-text every time you reference them. Example: Johnson
and Smith (2009) found...
 3-5 Authors:
 Provide all the authors' last names when you first refer to a document with 3-5 authors.
Only list the first author with the Latin abbreviation "et al." for any subsequent references.
 Example:
 Jones, Chavez, Jackson, and Chen (2010) duplicated...
 Jones et al. (2010) further described...
 6 or More Authors:
 If a document has six or more authors, simply provide the last name of the first author
with "et al." from the first citation to the last.
 Example:
 Thomas et al. (2007) likened abnormal psychology to...
 ... distractions (Thomas et al., 2007).
 Important Note: If you have two or more documents that look the same when shortened,
please follow the guidelines set out in the Authors and Dates Matching section.
 APA Manual p.175, Section 6.12
First Citation- Author in
Parentheses:
 If you first cite a source in parentheses, you must provide a full
citation for all subsequent citatons.
 Example:
 Many large Spanish language publishing companies have eliminated
their backlist selections for greater profit, cutting the lifespan of
books down to months instead of years (Uribe, 2006, p.36).
Backlists allow books to stay in print over long periods of time
before the publishers dispose of them.According to Uribe
(2006), once a book published by a large company has decreased its
sales, the book is put out of print (p. 36). "Corporate [publishing]
houses only publish to have a book in the market for a few months
and they take advantage of the sales curve brought by the book's
release, and then they make haste to take it off their list" (Uribe,
2006, p. 39).
 Uribe, M. (2006). Perspectives of a small Latin American
publisher. Publishing Research Quarterly, 22(3), 36-41. Retrieved
from http://www.springer.com/social+sciences/journal/12109
First and Subsequent Citations
 In-text citations generally require you to provide Author, Date, and Location (i.e. page
numbers) when you first reference a document in your writing.
Subsequent references/citations do not always require all of this information. Follow
these basic guidelines for handling subsequent citations.
 First Citation- Author in the Sentence:
 If you first cite a source in the text of a sentence, you do not need to include the Date in
any subsequent citations that are also in the text of the sentence.You should include the
Date if you later cite the document in parentheses.
 Example:
 Publisher for the independent Ediciones Era, Marcelo Uribe (2006) claims that many small
Spanish language publishers prefer to maintain extended backlists of older material, for the
betterment of Spanish language literature and the careers of its authors. In one
example, Uribe discusses a situation where his company published the work of a short
story author that did not sell successfully during its first print run but later came to be a
resource for many Mexican newspapers because of its backlist availability (p. 39).
"Currently, the book is in its third printing, it has been translated into French, English, and
Portuguese, and, apart from Mexico, is has been published in Spanish in Spain, Chile, and
Uruguay" (Uribe, 2006, p. 39).
Authors and Dates Matching
 When you have two or more documents with matching first author's surnames, you need to differentiate the two
documents in the text. Follow these basic steps.
 Step 1
 Determine if the dates are the same. If two documents are written by the same author, for example, they may not have
the same date. If the dates are different, then simply providing the dates is enough to differentiate the two items. If the
two items have the same date, head to the next step.
 Example:
 Jones (2009) first argued...
 Jones (2010) further investigated the effects...
 Step 2
 When two documents have the same date, but different secondary authors, provide as many authors' surnames as needed
to differentiate the two items. This trick only works when you have multiple authors for a document. If you have two
items with the exact same dates and authors, head to the next step.
 Example:
 Lee, Harrison, Moore, Rogers, et al. (2008) studied...
 Lee, Harrison, Moore, Walker, et al. (2008) provided evidence of...
 Step 3
 When two documents have the exact same date and same authors, include a lowercase letter after the dates for both
items. See the Step-by-Step Citation discussion for how this will look in the Reference list.
 Example:
 White (2007a) once described...
 White (2007b) complemented his research with..
Author Basics
 Reference list citations start with Author information. Since Author
information comes first, it is the first component that your readers
will identify and therefore needs to tie most directly to the In-text
citation. In this regard it is the main identifying component.
 Examples:
 Falvo, D. R.
 Rudd, A., & Gordon, B. S.
 Formatting Author information:
 Always list the author's surname before listing his or her initials.
 You only need to provide initials for the first and middle names, but
do include initials for all middle names provided by the source.
 Include a comma after every last name and in-between different
authors' names. Include a period after every initial.Always close the
Author portion of the citation with one period. See examples
above.
Advanced
 Multiple Authors:
 You can list up to seven authors in the Reference list citation. Always invert every author name to position the surname first and any initials second. See examples
above.
 If you have more than seven authors, list the first six authors followed by an ellipsis and ending with the last author listed. Example: Johnson, M. C., Carlson, M.,
Hanover, L. E., Chan, X. H., Smith, J. N. H., Kim, H. B., ... Watson, J. M.
 No Author:
 Sometimes you will not know the author's exact name. If a source claims the author is "anonymous," then state the author as Anonymous.
 If a source has no specific author but is the work of a larger group or organization, please follow the example below for group authors.
 If a source provides Editor information instead of Author information, see the example below for editors.
 If a source has no author listed, whether an individual or a group, do not include any author information, i.e. do not mark it as Anonymous. Instead list the source's
Title first followed by the Date. In this case you are marking the Title as the citation's main identifying component, which is usually the Author. To cite this source in-
text, provide the Title with the Date instead of the Author with the Date. See the Title breakdown for more information.
 Group Author:
 If an organization, institution, corporation, and/or agency is the author, provide the full name of the group, not its initials or acronym.
 Order of Authors:
 List authors according to the order they appear on the source. Do not alphabetize the names.
 Similar Author Information:
 If you are citing multiple items by the same author that were created the same year (e.g. multiple webpages on the same website), distinguish the sources by including
letters in the Date information. See the Date breakdown for more information.
 If you have different authors with the same last name and initials, include their given names in brackets. Example:
 Jackson, S. [Samual].
 Jackson, S. [Samantha].
 Editors:
 If a source (usually a book) provides only Editor information, list the editors in place of the author. You must include in parentheses Ed. or Eds. to distinguish the
names as editors. Example: Marquez, J. C., & Henderson, H. (Eds.).
 If you are citing an edited book (i.e. a book that includes multiple chapters by different authors), leave the Author information as the citation's main identifying
component as described above. You should include the Editor information after the Title, but do not invert the editor's name. Example: Asher, J. W. (2003). The rise
to prominence: Educational psyhocology 1920-1960. In B. J. Zimmerman & D. H. Schunk (Eds.), Education psychology: A century of contributions, (pp. 189-205). Mahwah,
NJ: Lawrence Erlbaum Associates, Publishers.
 Punctuation:
 If an author has a hyphen in his or her first name, use initials and maintain the hyphen in your citation. Example: Larson, J.-P. (for John-Paul Larson)
Date Basics
 List the Date the item was published after
the Author information.
 Example:
 Rudd, A. & Gordon, B. S. (2010).
 Formatting Date information:
 Provide the year the item was published,
posted, or produced in parentheses and
close it with a period.
 In most cases, you only need to include the
year- not the full date. In limited
circumstances you can include the full Date.
Advanced
 Full Date
 Only include the full date for the item if there is no additional way of pin
pointing that exact item. For example, a full date is needed for a newspaper
article because searching a year's worth of newpapers is too time
consuming when an exact date will get you to the right issue. As a general
rule, include the full date for magazine articles, newspaper articles, online
postings, and online videos. Example: Kelley, S. (2007, November 25).
 No Date
 If an item provides no Date information, simply write n.d. in the
parentheses. Example: Thompson, C. F. (n.d.).
 Same Author and Date Info
 If you are citing multiple items by the same author that were created the
same year (e.g. multiple webpages on the same website), distinguish the
sources by including letters in the Date information. Example:
 Rollins, R. T., & Hammonds, P. M. (2008a).
 Rollins, R. T., & Hammonds, P. M. (2008b).
Title Basics
 Provide Title information after the Date.
 Examples:
 Article Titles
 Rudd, A., & Gordon, B. S. (2010).An exploratory investigation of sportsmanship attitudes
among college student basketball fans. Journal of Sport Behavior,
 Publication Titles
 Falvo, D. R. (2011). Effective patient education:A guide to increased adherence.
 Formatting Title information:
 If you are citing a smaller work that is published in a larger work, like an article in a
magazine or a chapter in a book, list the article or chapter title first. Write the title as you
would a sentence, only capitalizing the first word of the sentence and subtitle, and any
proper nouns.
 If you are citing a smaller work that is published in a larger work, provide the publication
title of the larger work after the title of the smaller work. Place a comma at the end of
this title.
 If you are citing a stand-alone item, simply provide the main title of the work after the
Date. Italize the main title and place a period at the end of the title.
Advanced
 No Author
 If you are unable to find any Author information, simply move the Title to
the first position in the citation (i.e. in front of the Date).You do this to
make the Title the main identifying component of the
citation. Example: Report of the effects of poverty on abused children in the
United States. (2003). Retrieved from...
 Punctuation
 When writing a publication title, italize it. If the item is a magazine,
academic journal, or newsletter, treat it as you would a normal title,
capitalizing the first letter of every word. If the item is a book or report,
treat it like a sentence, only captializing the first word of the title and
subtitle, and any proper nouns.
 Additional Notes
 At times it is beneficial to include additional notes at the end of a Title to
help further distinguish the item you are citing. These notes usually identify
the medium or type of the item. Example: Pershing, M. (2006, April 5). Use
of new technology [Blog post]. Retrieved from...
Publication Info Basics
 Provide Publication Info after the Title.
 Examples:
 Magazines, Journals, etc.
 Rudd, A., & Gordon, B. S. (2010).An exploratory investigation
of sportsmanship attitudes among college student basketball
fans. Journal of Sport Behavior, 33, 466-488.
 Books, Reports, etc.
 Falvo, D. R. (2011). Effective patient education: A guide to
increased adherence. Sudbury, MA: Jones and Bartlett.

 Formatting Publication Info:
 Publication information is highly dependent on the type and
medium of the item you are citing. See Examples for exact
details.
Advanced
 Issue Numbers
 Some journals and magazines start numbering their pages at 1 in
every issue. Other journals, however, start at page 1 only for
the first issue of the volume, and continue the numbering
throughout the year. If you are citing an item that begins every
issue on page 1, provide the issue number in parentheses right after
the volume number. Do not italicize the issue the number.
 Example: Klein, J. G., Smith, N. C., & John, A. (2004). Whey we
boycott: Consumer motivations for boycott
participation. Journal of Marketing, 68(3), 92-109.
 Postal Code State Abbreviations
 Be sure to use the correct postal code state abbreviations when
providing the Location for publishers and studios. You can find the
correct list on the U.S. Postal Service's website. Example: Chapel
Hill, NC

Advanced
 Author is the Publisher
 If the Author and Publisher are the same- this often is
true for many government documents- then simply
write the word "Author" in place of the Publisher
info, so you do not duplicate the information.
 Example: United States Board on Geographic Names.
(1995). Geographic names of the Antarctic (NSF 95-157,
2nd ed.). Reston, VA: Author.
 Multiple Publisher Locations
 You only need to list one Publisher Location. List the
first Location provided or the Location of the main
office.
Retrieval Info Basics
 Citations of electronic items found online require
Retrieval Info to assist the readers in finding the item
themselves. The only time you need to include
retrieval information for print items is if the item has
a DOI. Wondering what a DOI is? Check here for
more details. Retrieval Info is the last component of
a citation.
 Formatting Retrieval Info:
 If you have a DOI, simply list it after the Publication
Info.
 If you do not have a DOI, provide the homepage of
where the reader can find the item.
 Follow the steps below for guidance and for
examples.
Advanced
 When citing an item you found electronically, retrieval information should
be listed- as available- in the following order:
 1.) DOI
 If you have a digital object identifier (DOI) then you are golden. No
further retrieval information is needed if you have a DOI.
 2.) Periodical or Website Homepage URL
 If the item you are citing does not have a DOI, then you should provide a
homepage URL. What does that mean?
 If you retrieved an article from a subscription database (like a library
database), then you must do a simple google search to find the publisher's
homepage for that item. Many journal publishers will have a simple
homepage where you can find basic information about the journal and
where articles can be purchased. Be wary of journal homepages from old
publishers; you want the latest publisher's homepage. If you have no DOI
but do have the journal homepage, then you are finished with the retrieval
information portion of the citation. Example: Retrieved
from http://www.wiley.com/bw/journal.asp?ref=0021-9029

Advanced
 If you retrieved the item from the internet, you
simply provide the homepage URL of the website
where the item was found, but there is one
condition. Is the website easily searchable? You
must determine if the website is easily searchable
before you include the homepage URL. Try
searching the site for the author or title of
the item you are citing. Can you find it? If there
is no DOI and the website is easily searchable,
then you include only the website homepage
URL. You are then finished with the retrieval
information portion of the citation. Example:
Retrieved from http://www.newsweek.com/

Advanced
 3.) Database Information or Exact URL
 If the item you are citing does not have a DOI, a publisher's
homepage, or an easily searchable website, then you include either
database information or an exact URL to the item online.
 If you are unable to find the journal or periodical homepage online
and you retrieved the item from a subscription database (like a
library database), then you can list the database in the retrieval
information portion of the citation. When you list the database,
include the "abstract identifier" or accession
number. Most databases will provide a unique number for each
item in the database. Simply include this number after stating the
database name. Example: Retrieved from Health Reference Center-
Academic database. (Accession No. A149657222).
 If you retrieved the item from a website that is not easily
searchable, include the exact URL to the item as the retrieval
information portion of the citation. Example:
Retrieved fromhttp://www.ericdigests.org/pre-9211/critical.htm
Books
 Author(s) or Editor(s). (Year of
publication). Title of book. City, State of
publication: Publisher.
 Example:
 Bridge, J. S. (2003). Rivers and floodplains:
Forms, processes, and sedimentary record.
Malden, MA: Blackwell Science Ltd.
 APA Manual p. 203, Example 18
Chapters/Entries from an
Edited Book
 Author(s) of article or chapter. (Year of
publication). Title of article or chapter. In
Name of editors (Ed.), Title of book (pp. Page
numbers). City, State of publication:
Publisher.
 Example
 Narayan, K. (1995). Taking oral literacy
criticism seriously: Reflections on a Kangra
women's song. In R. Bendix & R.L. Zumwalt
(Eds.), Folklore interpreted: Essays in honor of
Alan Dundes (pp. 237-264). New York, NY:
Garland Publishing, Inc.
Journal Articles/ Theses/
Dissertations
 Author(s) of article. (Year of publication).
Title of article. Title of Journal, Volume
number (Issue number), Page numbers.
 Example
 Sanders, S. & Hoffman, K. (2010). Ethics
education in social work: Comparing
outcomes of graduate social work
students. Journal of Social Work Education,
46(1), 7-22.
 Tip: If the print article has a DOI, include it
after the page number as you would with an
electronic document.
 Magazine Articles
 Author(s). (Full Date of publication). Title
of article. Title of Magazine,Volume
number (Issue number), Page numbers.
 Example
 Rich, N. (2010, September 2). The most
dangerous man in cyberspace. Rolling
Stone, (1112), 71-73, 88-89.
Newspaper Articles
 Author(s). (Full Date of publication). Title
of article. Title of newspaper, Page
numbers.
 Example
 Norris, F. (2010, August 21). For a change,
U.S. debt is staying in the U.S. The New
York Times, p.B3.
Encyclopedia Entries
 Author(s). (Year of publication). Title of
article. In Name of editor(s) (Ed.), Title of
encyclopedia (Edition,Vol. number, Page
numbers). City, State of publication:
Publisher.
 Example
 Mills, F. (2001). Medieval garden style. In C.
A. Shoemaker (Ed.), Encyclopedia of
gardens (Vol. 2, pp. 870-876). Chicago, IL:
Fitzroy Dearborn Publishers.
Government Publications
 Author(s). (Year of publication). Title of
publication (Report number if available).
City, State of publication: Publisher.
 Example
 O'Neal, R. L., Levine, A. S., & Kiser, C. C.
(1996). Photographic survey of the LDEF
mission (NASA Special Report 531).
Hampton,VA: National Aeronautics and
Space Administration, Langley Research
Center.