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Comparing Information From Books Versus From Journal Articles: Home

Comparing information from books versus from journal articles.

When you do research, you typically search for both books and journal articles. The reason you generally need both is that they present different kinds of information, at different levels of detail, and in different ways. Here is a side-by-side comparison.

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Scholarly books vs. scholarly articles.

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Guide to Scholarly Articles

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Types of Scholarly Articles

Qualitative, quantitative, and mixed-methods articles, why does this matter.

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Scholarly articles come in many different formats each with their own function in the scholarly conversation. The following are a few of the major types of scholarly articles you are likely to encounter as you become a part of the conversation. Identifying the different types of scholarly articles and knowing their function will help you become a better researcher.

Original/Empirical Studies

• Note: Empirical studies can be subdivided into qualitative studies, quantitative studies, or mixed methods studies. See below for more information  
• Usefulness for research:  Empirical studies are useful because they provide current original research on a topic which may contain a hypothesis or interpretation to advance or to disprove. 

Literature Reviews

• Distinguishing characteristic:  Literature reviews survey and analyze a clearly delaminated body of scholarly literature.  
• Usefulness for research: Literature reviews are useful as a way to quickly get up to date on a particular topic of research.

Theoretical Articles

• Distinguishing characteristic:  Theoretical articles draw on existing scholarship to improve upon or offer a new theoretical perspective on a given topic.
• Usefulness for research:  Theoretical articles are useful because they provide a theoretical framework you can apply to your own research.

Methodological Articles

• Distinguishing characteristic:  Methodological articles draw on existing scholarship to improve or offer new methodologies for exploring a given topic.
• Usefulness for research:  Methodological articles are useful because they provide a methodologies you can apply to your own research.

Case Studies

• Distinguishing characteristic:  Case studies focus on individual examples or instances of a phenomenon to illustrate a research problem or a a solution to a research problem.
• Usefulness for research:  Case studies are useful because they provide information about a research problem or data for analysis.

Book Reviews

• Distinguishing characteristic:  Book reviews provide summaries and evaluations of individual books.
• Usefulness for research:  Book reviews are useful because they provide summaries and evaluations of individual books relevant to your research.

Adapted from the Publication manual of the American Psychological Association : the official guide to APA style. (Sixth edition.). (2013). American Psychological Association.

Qualitative articles  ask "why" questions where as  quantitative  articles  ask "how many/how much?" questions. These approaches are are not mutually exclusive. In fact, many articles combine the two in a  mixed-methods  approach. 

We can think of these different kinds of scholarly articles as different tools designed for different tasks. What research task do you need to accomplish? Do you need to get up to date on a give topic? Find a literature review. Do you need to find a hypothesis to test or to extend? Find an empirical study. Do you need to explore methodologies? Find a methodological article.

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Q. What's the difference between a research article (or research study) and a review article?

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Answered By: Priscilla Coulter Last Updated: Jul 26, 2024     Views: 233607

A research paper is a primary source ...that is, it reports the methods and results of an original study performed by the authors . The kind of study may vary (it could have been an experiment, survey, interview, etc.), but in all cases, raw data have been collected and analyzed by the authors , and conclusions drawn from the results of that analysis.

Research papers follow a particular format.  Look for:

• A brief introduction will often include a review of the existing literature on the topic studied, and explain the rationale of the author's study.  This is important because it demonstrates that the authors are aware of existing studies, and are planning to contribute to this existing body of research in a meaningful way (that is, they're not just doing what others have already done).
• A methods section, where authors describe how they collected and analyzed data.  Statistical analyses are included.  This section is quite detailed, as it's important that other researchers be able to verify and/or replicate these methods.
• A results section describes the outcomes of the data analysis.  Charts and graphs illustrating the results are typically included.
• In the discussion , authors will explain their interpretation of their results and theorize on their importance to existing and future research.
• References or works cited are always included.  These are the articles and books that the authors drew upon to plan their study and to support their discussion.

You can use the library's databases  to search for research articles:

• A research article will nearly always be published in a peer-reviewed journal; click here for instructions on limiting your searches to peer-reviewed articles .  
• If you have a particular type of study in mind, you can include keywords to describe it in your search .  For instance, if you would like to see studies that used surveys to collect data, you can add "survey" to your topic in the database's search box. See this example search in our EBSCO databases: " bullying and survey ".   
• Several of our databases have special limiting options that allow you to select specific methodologies.  See, for instance, the " Methodology " box in ProQuest's PsycARTICLES Advanced Search (scroll down a bit to see it).  It includes options like "Empirical Study" and "Qualitative Study", among many others.  

A review article is a secondary source ...it is written about other articles, and does not report original research of its own.  Review articles are very important, as they draw upon the articles that they review to suggest new research directions, to strengthen support for existing theories and/or identify patterns among exising research studies.  For student researchers, review articles provide a great overview of the existing literature on a topic.    If you find a literature review that fits your topic, take a look at its references/works cited list for leads on other relevant articles and books!

You can use the library's article databases to find literature reviews as well!  Click here for tips.

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Different types of research articles

A guide for early career researchers.

In scholarly literature, there are many different kinds of articles published every year. Original research articles are often the first thing you think of when you hear the words ‘journal article’. In reality, research work often results in a whole mixture of different outputs and it’s not just the final research article that can be published.

Finding a home to publish supporting work in different formats can help you start publishing sooner, allowing you to build your publication record and research profile.

But before you do, it’s very important that you check the  instructions for authors  and the  aims and scope  of the journal(s) you’d like to submit to. These will tell you whether they accept the type of article you’re thinking of writing and what requirements they have around it.

Understanding the different kind of articles

There’s a huge variety of different types of articles – some unique to individual journals – so it’s important to explore your options carefully. While it would be impossible to cover every single article type here, below you’ll find a guide to the most common research articles and outputs you could consider submitting for publication.

Book review

Many academic journals publish book reviews, which aim to provide insight and opinion on recently published scholarly books. Writing book reviews is often a good way to begin academic writing. It can help you get your name known in your field and give you valuable experience of publishing before you write a full-length article.

If you’re keen to write a book review, a good place to start is looking for journals that publish or advertise the books they have available for review. Then it’s just a matter of putting yourself forward for one of them.

You can check whether a journal publishes book reviews by browsing previous issues or by seeing if a book review editor is listed on the editorial board. In addition, some journals publish other types of reviews, such as film, product, or exhibition reviews, so it’s worth bearing those in mind as options as well.

Get familiar with instructions for authors

Be prepared, speed up your submission, and make sure nothing is forgotten by understanding a journal’s individual requirements.

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Case report

A medical case report – also sometimes called a clinical case study – is an original short report that provides details of a single patient case.

Case reports include detailed information on the symptoms, signs, diagnosis, treatment, and follow-up of an individual patient. They remain one of the cornerstones of medical progress and provide many new ideas in medicine.

Depending on the journal, a case report doesn’t necessarily need to describe an especially novel or unusual case as there is benefit from collecting details of many standard cases.

Take a look at  F1000Research’s guidance on case reports , to understand more about what’s required in them. And don’t forget that for all studies involving human participants, informed written consent to take part in the research must be obtained from the participants –  find out more about consent to publish.

Clinical study

In medicine, a clinical study report is a type of article that provides in-depth detail on the methods and results of a clinical trial. They’re typically similar in length and format to original research articles.

Most journals now require that you register protocols for clinical trials you’re involved with in a publicly accessible registry. A list of eligible registries can be found on the  WHO International Clinical Trials Registry Platform (ICTRP) . Trials can also be registered at  clinicaltrials.gov  or the  EU Clinical Trials Register . Once registered, your trial will be assigned a clinical trial number (CTN).

Before you submit a clinical study, you’ll need to include clinical trial numbers and registration dates in the manuscript, usually in the abstract and methods sections.

Commentaries and letters to editors

Letters to editors, as well as ‘replies’ and ‘discussions’, are usually brief comments on topical issues of public and political interest (related to the research field of the journal), anecdotal material, or readers’ reactions to material published in the journal.

Commentaries are similar, though they may be slightly more in-depth, responding to articles recently published in the journal. There may be a ‘target article’ which various commentators are invited to respond to.

You’ll need to look through previous issues of any journal you’re interested in writing for and review the instructions for authors to see which types of these articles (if any) they accept.

Conference materials

Many of our medical journals  accept conference material supplements. These are open access peer-reviewed, permanent, and citable publications within the journal. Conference material supplements record research around a common thread, as presented at a workshop, congress, or conference, for the scientific record. They can include the following types of articles:

Poster extracts

Conference abstracts

Presentation extracts

Find out more about submitting conference materials.

Data notes  are a short peer-reviewed article type that concisely describe research data stored in a repository. Publishing a data note can help you to maximize the impact of your data and gain appropriate credit for your research.

Data notes promote the potential reuse of research data and include details of why and how the data were created. They do not include any analysis but they can be linked to a research article incorporating analysis of the published dataset, as well as the results and conclusions.

F1000Research  enables you to publish your data note rapidly and openly via an author-centric platform. There is also a growing range of options for publishing data notes in Taylor & Francis journals, including in  All Life  and  Big Earth Data .

Read our guide to data notes to find out more.

Letters or short reports

Letters or short reports (sometimes known as brief communications or rapid communications) are brief reports of data from original research.

Editors publish these reports where they believe the data will be interesting to many researchers and could stimulate further research in the field. There are even entire journals dedicated to publishing letters.

As they’re relatively short, the format is useful for researchers with results that are time sensitive (for example, those in highly competitive or quickly-changing disciplines). This format often has strict length limits, so some experimental details may not be published until the authors write a full original research article.

Brief reports  (previously called Research Notes) are a type of short report published by  F1000Research  – part of the Taylor & Francis Group. To find out more about the requirements for a brief report, take a look at  F1000Research’s guidance .

Method article

A method article is a medium length peer-reviewed, research-focused article type that aims to answer a specific question. It also describes an advancement or development of current methodological approaches and research procedures (akin to a research article), following the standard layout for research articles. This includes new study methods, substantive modifications to existing methods, or innovative applications of existing methods to new models or scientific questions. These should include adequate and appropriate validation to be considered, and any datasets associated with the paper must publish all experimental controls and make full datasets available.  

Posters and slides

With F1000Research, you can publish scholarly posters and slides covering basic scientific, translational, and clinical research within the life sciences and medicine. You can find out more about how to publish posters and slides  on the F1000Research website .

Registered report

A  Registered Report  consists of two different kinds of articles: a study protocol and an original research article.

This is because the review process for Registered Reports is divided into two stages. In Stage 1, reviewers assess study protocols before data is collected. In Stage 2, reviewers consider the full published study as an original research article, including results and interpretation.

Taking this approach, you can get an in-principle acceptance of your research article before you start collecting data. We’ve got  further guidance on Registered Reports here , and you can also  read F1000Research’s guidance on preparing a Registered Report .

Research article

Original research articles are the most common type of journal article. They’re detailed studies reporting new work and are classified as primary literature.

You may find them referred to as original articles, research articles, research, or even just articles, depending on the journal.

Typically, especially in STEM subjects, these articles will include Abstract, Introduction, Methods, Results, Discussion, and Conclusion sections. However, you should always check the instructions for authors of your chosen journal to see whether it specifies how your article should be structured. If you’re planning to write an original research article, take a look at our guidance on  writing a journal article .

Review article

Review articles provide critical and constructive analysis of existing published literature in a field. They’re usually structured to provide a summary of existing literature, analysis, and comparison. Often, they identify specific gaps or problems and provide recommendations for future research.

Unlike original research articles, review articles are considered as secondary literature. This means that they generally don’t present new data from the author’s experimental work, but instead provide analysis or interpretation of a body of primary research on a specific topic. Secondary literature is an important part of the academic ecosystem because it can help explain new or different positions and ideas about primary research, identify gaps in research around a topic, or spot important trends that one individual research article may not.

There are 3 main types of review article

Literature review

Presents the current knowledge including substantive findings as well as theoretical and methodological contributions to a particular topic.

Systematic review

Identifies, appraises and synthesizes all the empirical evidence that meets pre-specified eligibility criteria to answer a specific research question. Researchers conducting systematic reviews use explicit, systematic methods that are selected with a view aimed at minimizing bias, to produce more reliable findings to inform decision making.

Meta-analysis

A quantitative, formal, epidemiological study design used to systematically assess the results of previous research to derive conclusions about that body of research. Typically, but not necessarily, a meta-analysis study is based on randomized, controlled clinical trials.

Take a look at our guide to  writing a review article  for more guidance on what’s required.

Software tool articles

A  software tool article  – published by  F1000Research  – describes the rationale for the development of a new software tool and details of the code used for its construction.

The article should provide examples of suitable input data sets and include an example of the output that can be expected from the tool and how this output should be interpreted. Software tool articles submitted to F1000Research should be written in open access programming languages. Take a look at  their guidance  for more details on what’s required of a software tool article.

Further resources

Ready to write your article, but not sure where to start?

For more guidance on how to prepare and write an article for a journal you can download the  Writing your paper eBook .

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Scholarly Journals and Popular Magazines: Differences in Research, Review, and Opinion Articles

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Research Articles, Reviews, and Opinion Pieces

Scholarly or research articles are written for experts in their fields. They are often peer-reviewed or reviewed by other experts in the field prior to publication. They often have terminology or jargon that is field specific. They are generally lengthy articles. Social science and science scholarly articles have similar structures as do arts and humanities scholarly articles. Not all items in a scholarly journal are peer reviewed. For example, an editorial opinion items can be published in a scholarly journal but the article itself is not scholarly. Scholarly journals may include book reviews or other content that have not been peer reviewed.

Empirical Study: (Original or Primary) based on observation, experimentation, or study. Clinical trials, clinical case studies, and most meta-analyses are empirical studies.

Review Article: (Secondary Sources) Article that summarizes the research in a particular subject, area, or topic. They often include a summary, an literature reviews, systematic reviews, and meta-analyses.

Clinical case study (Primary or Original sources): These articles provide real cases from medical or clinical practice. They often include symptoms and diagnosis.

Clinical trials ( Health Research): Th ese articles are often based on large groups of people. They often include methods and control studies. They tend to be lengthy articles.

Opinion Piece:  An opinion piece often includes personal thoughts, beliefs, or feelings or a judgement or conclusion based on facts. The goal may be to persuade or influence the reader that their position on this topic is the best.

Book review: Recent review of books in the field. They may be several pages but tend to be fairly short. 

Social Science and Science Research Articles

The majority of social science and physical science articles include

• Journal Title and Author
• Abstract 
• Introduction with a hypothesis or thesis
• Literature Review
• Methods/Methodology
• Results/Findings

Arts and Humanities Research Articles

In the Arts and Humanities, scholarly articles tend to be less formatted than in the social sciences and sciences. In the humanities, scholars are not conducting the same kinds of research experiments, but they are still using evidence to draw logical conclusions.  Common sections of these articles include:

• an Introduction
• Discussion/Conclusion
• works cited/References/Bibliography

Research versus Review Articles

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Articles, Books and . . . ? Understanding the Many Types of Information Found in Libraries

• Reference Sources

Scholarly Books (Monographs)

Anthologies, dissertations.

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Books are, well, books . Everyone knows about books! But there are actually a variety of types of books, and knowing what type of book you're reading will determine how you use it. See below for some common types of books... and note that reference books have their own page.

Physical Media

Books can be in paper or online; both types are listed in the Library Catalog . See our E-books guide if you're specifically looking for online versions. Do be aware that e-book licenses aren't shared by libraries. (Otherwise the publisher would only be able to sell one copy!) So you can only use e-books that UCLA has subscribed to.

Scholarly Sources

See below for how to identify scholarly books , also known as monographs . Non-scholarly books are usually referred to as "popular press books."

Primary or Secondary Sources

Most books are considered secondary sources, especially since they take a few years to write and get published. Some exceptions include:

• original literature - these are the primary sources for literary studies
• autobiographies
• reproductions of diaries, correspondence, and other manuscript content

• Sources are cited, and the work includes a bibliography or list of references.
• Author has valid academic credentials (d  egrees in the appropriate field, affiliation with an academic organization).
• Reviewed in peer-reviewed journals .

When in doubt, ask your professor or TA whether a specific source is acceptable.

• UC Library Search — Course Reserves Books put on Course Reserve by your professor are found in UC Library Search under the Course Reserve tab, listed by title, instructor, or course number.

Anthologies are a cross-over example. They're books that contain articles (chapters). Anthologies may be collections of articles by a single author, or collections of articles on a theme from different authors chosen by an editor. Many anthologies reprint articles already published elsewhere, but some contain original works.

Anthologies are rarely peer-reviewed, but they still may be considered scholarly works, depending on the reputation of the authors and editors. Use the same criteria listed for scholarly books .

Of course, reprints of articles originally published in peer-reviewed journals retain their "scholarly" status. (Note that most style manuals have special rules for citing reprinted works.)

Master's theses are usually only available at the institution where they were written. They may be requested on interlibrary loan.

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Biological Literature: Research vs Review Articles

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Research Articles

A research article describes an original study that the author(s) conducted themselves.

It will include a brief literature review, but the main focus of the article is to describe the theoretical approach, methods, and results of the authors' own study.

Look at the abstract or full text of the journal article and look for the following:

• Was data collected?
• Were there surveys, questionnaires, interviews, interventions (as in a clinical trial)?
• Is there a population?
• Is there an outline of the methodology used?
• Are there findings or results?
• Are there conclusions and a discussion of the significance?

A research article has a hypothesis, a method for testing the hypothesis, a population on which the hypothesis was tested, results or findings, and a discussion or conclusion.

Review Articles

Review articles summarize the current state of research on a subject by organizing, synthesizing, and critically evaluating the relevant literature. They tell what is currently known about an area under study and place what is known in context. This allows the researcher to see how their particular study fits into a larger picture. Review articles are not  original research articles. Instead, they are a summary of many other original research articles. When your instructor tells you to obtain an "original research article" or to use a primary source, do not use an article that says review. Review articles may include a bibliography that will lead you back to the primary research reported in the article.

Systematic Review Articles

A systematic review is an appraisal and synthesis of primary research papers using a rigorous and clearly documented methodology in both the search strategy and the selection of studies. This minimizes bias in the results. The clear documentation of the process and the decisions made allow the review to be reproduced and updated.

Characteristics of a Systematic Review

• A clearly stated set of objectives with pre-defined eligibility criteria for studies
• An explicit, reproducible methodology
• A systematic search that attempts to identify all studies that would meet the eligibility criteria
• An assessment of the validity of the findings of the included studies, for example through the assessment of risk of bias
• A systematic presentation, and synthesis, of the characteristics and findings of the included studies.
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Elevate your writing and move up in your career, the differences between academic articles and book chapters.

• May 5, 2021
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This post is the third in our series on genre in academic writing. To read the introductory post you can click here ; the second post, on the difference between dissertations and monographs, is available here. In this post, we’re going to discuss three different genres: journal articles, chapters in edited volumes, and monograph chapters. We’ll discuss the goal of the genre, the format, the expectations, audience, and concerns for each genre. 

• EXPECTATIONS

One of the most frequent questions we get from clients is about the difference between articles and book chapters. Often, authors have been told to “write an article version of a chapter” or to “break off part of their book project for an article.” Sometimes, they’ve been advised to do the reverse, to “turn that article into a chapter.” Regardless, the general message is “these things are connected” but no one ever really spells out how. Well, here’s how! 

Demystifying the journal article. 

A journal article has clear, fairly narrow goals. Usually, an author’s most urgent concern is to get a publication. If you’re concerned with building out a job or tenure portfolio, getting your work out there, under review, and published is of paramount importance. Articles are an important way to get your work out there, receive feedback, and to make a contribution to your field. We like to think of articles as a specialized (or dare we say insider) conversation with other experts in your subject.

To make an effective intervention in your area, it’s essential to understand the format conventions of a journal article. Articles can make one, well-supported, argument. There are different norms in every field, so the details of how the article should be structured will often depend on the guidelines provided by a given journal. Journals are not a venue for formal creativity, they’re where you present your argument and analysis using a formula. For example, many journals in the Social and Natural Sciences use the IMRaD format: Introduction, Methods, Results, and Discussion. If the journal doesn’t explicitly share their expectations, you can use previously published articles to deduce a common structure. 

The expectations for a journal article are, again, fairly narrow. You’re there to fill a gap, to demonstrate methodological innovation, and to present evidence to readers who share in your interests and work in your subject area. Narrow, however, doesn’t always mean easy! Journal writing requires precision, because strict word limits are a real concern. As Jane teaches in the Art of the Article, you must be judicious in your choice of data to share, literature to cite, analysis to expand upon, and so forth.

Thinking about your expectations means also considering your presumed audience. For a journal article, you should expect your readers to be experts in your field. They understand the context, the methodological and theoretical canon, and are already up to speed on disciplinary debates and terms. 

Even once you’ve pinned down your format and readership, writing journal articles can still bring up a lot of questions. The biggest is often “where does this work fit best?” You may also be concerned about how long it takes to get the work reviewed, revised, and published. These questions should be answered with an eye to the requirements in your department as well as your own personal goals around publication and the conversations in which you’d like to engage.

Writing for edited volumes

Before we talk about monograph chapters, a good midway point for thinking about the relationship between articles and book chapters are chapters in edited volumes. Like articles, chapters in edited volumes are a great way to work toward meeting publication goals. The expectation is that you have something unique to offer to a broader conversation that can be read productively in conversation with other work on a subject. Often, the goal might be teachability — could an instructor pull a few chapters from this volume to use in an undergraduate course? That means that your audience is, again, going to be specialists in your field, but it may extend into more general, student readership. The format works very similarly to an article; you’ll want to introduce your subject, orient the reader in your methods, and then present your argument and supporting analysis. Here (depending on the volume), you might also want to explain how your chapter relates to the broader concerns of the book.

One concern we hear about chapters in edited volumes is if they’re “worth the time” and if they “count for enough” when it comes to tenure portfolios. Those are concerns you’ll need to evaluate in terms of your institutional expectations, workflow, and writing pipeline. You might also want to consider the relationships you stand to cultivate when contributing to an invited opportunity such as an edited volume. But generally speaking, the priority should be on your book — articles are good places to get work out and to gain a readership for your work. Editing volumes are slower and may take valuable time away from higher priority work. 

Focusing on your book

Which gets us to monographs — to your book! The biggest question you may have at this point is “how am I supposed to have enough material left for my book?!” The goals of shorter publications don’t have to be at odds with your goals for your book.

The goal for a book chapter is that it supports your book’s main argument. The job of a chapter is to add detail, depth, and nuance to an overall narrative and set of claims. Each chapter is it’s own, contained, set of evidence, readings, or case study, but it’s always going to be related both to the book’s overall point, and to the other chapters in the book. Chapters are where you can focus on a particular sub-argument, aspect of your archive, text, or research question. 

That means the expectation for a book chapter is that it adds something to the book’s overall objectives, while offering important detail, nuance, and specificity. Some chapters might be focused on necessary background or historical information that the reader needs in order to engage with your more specific focus and data; others might read one text closely or present a set of related questions from your field work. The point is that a chapter is always in relationship with both the book as a whole, and its companion chapters. 

Who’s going to read your book chapter? Ideally, someone who is reading your entire book, from start to finish. Of course, though, we’ve all read and taught book chapters on their own. Maybe it’s because you’re teaching a course or doing research on a particular film or novel that the chapter is about? Maybe it’s the introductory chapter, where the author set up all of the major theoretical and methodological critiques and claims, or maybe it’s a chapter focused on a particular place or time period that’s relevant to the course or your research. No matter what, this range of possible readerships means that a chapter needs to balance its place as part of a whole, with being legible on its own. That can mean defining your terms, stating your questions clearly, and offering a clear introduction and conclusion. 

Writers have some common concerns about monograph chapters. First, we often hear clients ask about how many future book chapters they’re “allowed” to publish as articles. Relatedly, a lot of people want to know how to write an “article version” of their book. The answer to the first question is, unfortunately, “it depends.” It will depend on whether this is your first book, on whether your field prioritizes articles or books, and on how many total chapters you’re planning to include in your book. Fundamentally, though, the way to think about it is as a publisher: What’s the point in publishing work that’s already been published? There needs to be enough “fresh” material in the book that it’s worth their investment of time and resources. Also, think about it from your perspective as a reader. Do you want to read a book that’s three or four articles you’ve already read put together? Our guess would be no!

To the second question, about “article versions” — there’s a long and a short version of that answer. The short version is “it probably looks a lot like your introduction,” or what Jane refers to as an anchor article . This is where you establish the stakes of your research and why your discipline should care about it. The long version is long because you can only summarize your book once you know what it’s about and what’s going to be in it — the big questions we teach you how to answer in Elevate. 

In Elevate , we help authors develop what we call a “book ecosystem.” The book is at the center because it is the longest, most complex undertaking that exists in the ecosystem. Related to it are all of the writing projects that are similar in topic and analysis. These can include articles, grant proposals, syllabi, edited volume chapters, talks, public scholarship, and so forth. We understand these related projects not as slices of your book, but rather as pivots from the substance of your book. How you decide to go about these other projects is informed by the decisions you make about your book. For instance, you may have a complicated theoretical argument you want to share that is informed by the research you’ll analyze in your book. However, in the interest of reaching a broad audience (or whatever your concern may be), you don’t want to include an extended theoretical discussion in your book. You may instead choose to publish it in a journal. Another reason for adding to your book ecosystem (besides checking items off for your CV), is so you can receive expert feedback to inform how you approach the book. It can be a productive way to test an idea. Usually, journal or even conference presentation feedback will come from a scholar whose work is closely aligned with yours, and it can yield useful insights for you as you work on your book.

We think that a better question than “how much of my book can I publish in article form?” is “how can my articles, book, and other related writing projects inform and strengthen one another?” After all, you’re writing across genres because your goal is to establish yourself as an authority on your topic and engage in important intellectual conversations. Once you understand the differences between genres — which we hope we’ve explained in this series — the easier it will be to not only move between them but also see how they work together. 

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Frequently Asked Questions

What is the difference between peer-reviewed (scholarly) articles and everything else.

Peer-reviewed articles, also known as scholarly articles, are published based on the approval of a board of professional experts in the discipline relating to the article topic.

For instance, a paper discussing the psychological effects of homeschooling a child would need to be reviewed by a board of psychology scholars and professional psychologists in order to be approved for publication in a psychology journal.

Scholarly/peer-reviewed articles differ from other easily available print sources because the review process gives them more authority than, for example, a newspaper or magazine article.

Newspaper or popular magazine articles are written by journalists (not specialists in any field except journalism).

They are reviewed only by the magazine/newspaper editors (also not specialists in any field except editing).

For more information, see:  https://wrtg150.lib.byu.edu/finding-sources .

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Types of journal articles

It is helpful to familiarise yourself with the different types of articles published by journals. Although it may appear there are a large number of types of articles published due to the wide variety of names they are published under, most articles published are one of the following types; Original Research, Review Articles, Short reports or Letters, Case Studies, Methodologies.

Original Research:

This is the most common type of journal manuscript used to publish full reports of data from research. It may be called an  Original Article, Research Article, Research, or just  Article, depending on the journal. The Original Research format is suitable for many different fields and different types of studies. It includes full Introduction, Methods, Results, and Discussion sections.

Short reports or Letters:

These papers communicate brief reports of data from original research that editors believe will be interesting to many researchers, and that will likely stimulate further research in the field. As they are relatively short the format is useful for scientists with results that are time sensitive (for example, those in highly competitive or quickly-changing disciplines). This format often has strict length limits, so some experimental details may not be published until the authors write a full Original Research manuscript. These papers are also sometimes called Brief communications .

Review Articles:

Review Articles provide a comprehensive summary of research on a certain topic, and a perspective on the state of the field and where it is heading. They are often written by leaders in a particular discipline after invitation from the editors of a journal. Reviews are often widely read (for example, by researchers looking for a full introduction to a field) and highly cited. Reviews commonly cite approximately 100 primary research articles.

TIP: If you would like to write a Review but have not been invited by a journal, be sure to check the journal website as some journals to not consider unsolicited Reviews. If the website does not mention whether Reviews are commissioned it is wise to send a pre-submission enquiry letter to the journal editor to propose your Review manuscript before you spend time writing it.  

Case Studies:

These articles report specific instances of interesting phenomena. A goal of Case Studies is to make other researchers aware of the possibility that a specific phenomenon might occur. This type of study is often used in medicine to report the occurrence of previously unknown or emerging pathologies.

Methodologies or Methods

These articles present a new experimental method, test or procedure. The method described may either be completely new, or may offer a better version of an existing method. The article should describe a demonstrable advance on what is currently available.

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Q. What's the difference between an article, a journal, and a database?

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Answered By: Elizabeth Galoozis (she/her) Last Updated: Sep 27, 2019     Views: 74595

In assignments, or on the library website, you’ve probably seen the three words “article,” “journal,” and “database.” How do they relate to each other, and how do they relate to searching for sources?

When you search in the libraries’ home page, you’re searching across several databases , including collections of books, e-books, and films, along with individual databases  - for example, JSTOR or ProQuest Research Library. Each database includes sources such as articles, government documents, and many more. You can search for databases by name using the “Databases” search on the libraries’ home page.

One of the most common types of sources is a journal . This word may be used interchangeably in some places with periodical or serial , but basically a journal is a publication that comes out in issues on a regular basis - for example, four times a year. An example is Feminist Economics:

An issue of a journal contains individual articles . These are probably what you’re used to finding when you search for sources in the libraries or online, but you usually find them detached from their particular journal issue.

You can search for journals by title using the “Journals” search on the libraries’ home page.

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How Scholarly Book Review Differs from an Article Review

Almost every week I read scholarly book reviews in Chemical and Engineering News. Fairly often in journals I read reviews of scientific articles previously published. Both reviews have some common element but differ considerably in their purpose and style.

Academic Book Reviews

A scholarly or academic book review has two goals: to critique the book for accuracy and style and to inform the reader as to whether he might want to read the book or not. About half the scholarly book reviews I come across are laudatory; the reviewer loved the book and has good things to say about the author. Perhaps he was a little long winded or simplistic in style but there was nothing wrong with his arguments or the completeness. In the remainder of the cases the reviewer takes exception to some parts of the author’s arguments, praising some, quibbling or dismissing others. All this is part of the critical process. But a book review goes further to advise a potential reader as to whether he should invest the time in obtaining and reading the book in question. Perhaps it is a valuable but highly technical work which will only be of interest to specialists in the field. Or it may be a simplified account of a complex problem intended for the general population and not for the researcher in the field. None of this might be apparent from the title and is valuable information.

Article Reviews

In contrast, article reviews are typically more focused. They are intended to set the record straight. The author disagrees with the conclusions of an article and presents a counterargument and a criticism of the original paper. I well remember one of these from my grad school days. One article came out claiming the first synthesis of a tetracoordinate square planar silicon compound, one of the goals of my research. However, the authors’ evidence was not a crystal structure determination but a space group determination that they argued indicated the correct symmetry for the novel structure. In the next issue of the journal a review of the article appeared arguing that a space group determination was useless for determining molecular symmetry. Published alongside the review was the authors’ response which maintained that the reviewer, instead of countering their argument, had furnished powerful support in favor of it. I forget their reasoning on this point. But this is the usual pattern of a scholarly review of an article —a critique of the original article, followed by a response from the authors. Point, counterpoint.

Laudatory article reviews are occasionally published but they are rare and in my opinion, serve little purpose. Although a review article might put in a complimentary word for an author, an article review should stick to the subject of the piece.

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The difference in writing style between a book chapter and article in a journal

My discipline is educational technology and I have been invited to submit a book chapter about integrating technology in my region. I published many articles in top refereed journals, but not sure whether the focus, style of writing and structure of articles are appropriate for book chapters. Anyone can highlight the main differences?

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• I've edited to clarify that this question is about difference in writing style, not reputation (see A book chapter in an edited volume vs an academic article. How do they compare? for the equivalent question about reputation). –  ff524 Commented Jun 14, 2015 at 16:51
• 4 Who is the target audience for the book chapter, compared to the target audience of your journal articles (the latter presumeably being "primarily researchers from your field")? –  O. R. Mapper Commented Jun 14, 2015 at 17:45
• But what about the data analysis and results section, should it be the same as the article? –  Alaa Sadik Commented Jun 16, 2015 at 17:17

2 Answers 2

You would want your chapter to fit into the whole project, whereas a journal article can usually stand alone.

Your chapter should not duplicate material in other chapters, although you may refer to material in another chapter.

You will want your chapter to be generally accessible. For the specialized journal article, that doesn't matter so much.

The editor (could be more than one) may want to be rather more involved in choosing the content, organization, presentation, etc.,for a book project than for an isolated article.

To get a feel for the style desired, you could ask the editor(s) for one or more examples of the desired style.

Also, importantly that book chapter does not have citation within the text, however, this is crucial in the review paper. In general, the audience of the book are interested but relatively new in the field, where the review paper audience are more specialised usually with previous knowledge and experience, so the writing style should take care of this.

• 1 "book chapter does not have citation within the text": There are plenty of books that have citations within the text. –  Massimo Ortolano Commented Aug 4, 2017 at 10:57

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Three-in-ten Americans now read e-books

Americans are spreading their book consumption across several formats. The share of adults who have read print books in the past 12 months still outpaces the share using other forms, but 30% now say they have read an e-book in that time frame.  

Overall, 75% of U.S. adults say they have read a book in the past 12 months in any format, whether completely or part way through, a figure that has remained largely unchanged since 2011, according to a Pew Research Center survey conducted from Jan. 25 to Feb. 8, 2021. Print books remain the most popular format for reading, with 65% of adults saying that they have read a print book in the past year.

While shares of print book readers and audiobook listeners remain mostly unchanged from a Center survey conducted in 2019, there has been an uptick in the share of Americans who report reading e-books, from 25% to 30%.

Pew Research Center has studied how Americans read books for years. For this analysis, we surveyed 1,502 U.S. adults from Jan. 25 to Feb. 8, 2021, by cellphone and landline phone. The survey was conducted by interviewers under the direction of Abt Associates and is weighted to be representative of the U.S. adult population by gender, race, ethnicity, education and other categories. Here are  the questions, responses and methodology used  for this analysis.

Americans read an average (mean) of roughly 14 books during the previous 12 months and the typical (median) American read five books in that period, according to the survey. These figures are identical to 2011 , when the Center first began conducting surveys of Americans’ book reading habits.  

Despite growth in certain digital formats, it remains the case that relatively few Americans only consume digital books (which include audiobooks and e-books) to the exclusion of print. Some 33% of Americans read in these digital formats and also read print books, while 32% say they read only print books. Just 9% of Americans say they only read books in digital formats and have not read any print books in the past 12 months.

Demographic differences in book reading in 2021 are similar to the patterns seen in past Center surveys . For example, adults who have a bachelor’s or advanced degree are more likely to be book readers than those who have only attended some college and those with a high school education or less, and adults ages 18 to 29 are more likely to read books than those 65 and older. At the same time, patterns of book consumption among a few groups changed since 2019. Some examples:

Adults with lower incomes – The share of adults with an annual household income of less than $30,000 who have listened to an audiobook has increased 8 percentage points since 2019 (22% vs. 14%).  

Urban adults – The share of American adults living in urban communities who say they have read a book in any format in the previous 12 months grew from 75% in 2019 to 81% now – an increase of 6 percentage points.

The table below covers how different groups reported their reading habits in the survey.

Note: Here are  the questions, responses and methodology used  for this analysis. This is an update of a post by Andrew Perrin originally published Sept. 1, 2016.

Michelle Faverio is a research analyst focusing on internet and technology research at Pew Research Center .

Andrew Perrin is a former research analyst focusing on internet and technology at Pew Research Center .

Book Reading 2016

Long-form reading shows signs of life in our mobile news world, slightly fewer americans are reading print books, new survey finds, 7 surprises about libraries in our surveys, overall book readership stable, but e-books becoming more popular, most popular.

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April 11, 2013

15 min read

The Reading Brain in the Digital Age: The Science of Paper versus Screens

E-readers and tablets are becoming more popular as such technologies improve, but research suggests that reading on paper still boasts unique advantages

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In a viral YouTube video from October 2011 a one-year-old girl sweeps her fingers across an iPad's touchscreen, shuffling groups of icons. In the following scenes she appears to pinch, swipe and prod the pages of paper magazines as though they too were screens. When nothing happens, she pushes against her leg, confirming that her finger works just fine—or so a title card would have us believe. The girl's father, Jean-Louis Constanza , presents "A Magazine Is an iPad That Does Not Work" as naturalistic observation—a Jane Goodall among the chimps moment—that reveals a generational transition. "Technology codes our minds," he writes in the video's description. "Magazines are now useless and impossible to understand, for digital natives"—that is, for people who have been interacting with digital technologies from a very early age. Perhaps his daughter really did expect the paper magazines to respond the same way an iPad would. Or maybe she had no expectations at all—maybe she just wanted to touch the magazines. Babies touch everything . Young children who have never seen a tablet like the iPad or an e-reader like the Kindle will still reach out and run their fingers across the pages of a paper book; they will jab at an illustration they like; heck, they will even taste the corner of a book. Today's so-called digital natives still interact with a mix of paper magazines and books, as well as tablets, smartphones and e-readers; using one kind of technology does not preclude them from understanding another. Nevertheless, the video brings into focus an important question: How exactly does the technology we use to read change the way we read? How reading on screens differs from reading on paper is relevant not just to the youngest among us , but to just about everyone who reads—to anyone who routinely switches between working long hours in front of a computer at the office and leisurely reading paper magazines and books at home; to people who have embraced e-readers for their convenience and portability, but admit that for some reason they still prefer reading on paper; and to those who have already vowed to forgo tree pulp entirely. As digital texts and technologies become more prevalent, we gain new and more mobile ways of reading—but are we still reading as attentively and thoroughly? How do our brains respond differently to onscreen text than to words on paper? Should we be worried about dividing our attention between pixels and ink or is the validity of such concerns paper-thin? Since at least the 1980s researchers in many different fields—including psychology, computer engineering, and library and information science—have investigated such questions in more than one hundred published studies. The matter is by no means settled. Before 1992 most studies concluded that people read slower, less accurately and less comprehensively on screens than on paper. Studies published since the early 1990s , however, have produced more inconsistent results: a slight majority has confirmed earlier conclusions, but almost as many have found few significant differences in reading speed or comprehension between paper and screens. And recent surveys suggest that although most people still prefer paper—especially when reading intensively—attitudes are changing as tablets and e-reading technology improve and reading digital books for facts and fun becomes more common. In the U.S., e-books currently make up between 15 and 20 percent of all trade book sales. Even so, evidence from laboratory experiments , polls and consumer reports indicates that modern screens and e-readers fail to adequately recreate certain tactile experiences of reading on paper that many people miss and, more importantly, prevent people from navigating long texts in an intuitive and satisfying way. In turn, such navigational difficulties may subtly inhibit reading comprehension. Compared with paper, screens may also drain more of our mental resources while we are reading and make it a little harder to remember what we read when we are done. A parallel line of research focuses on people's attitudes toward different kinds of media. Whether they realize it or not, many people approach computers and tablets with a state of mind less conducive to learning than the one they bring to paper.

"There is physicality in reading," says developmental psychologist and cognitive scientist Maryanne Wolf of Tufts University, "maybe even more than we want to think about as we lurch into digital reading—as we move forward perhaps with too little reflection. I would like to preserve the absolute best of older forms, but know when to use the new." Navigating textual landscapes Understanding how reading on paper is different from reading on screens requires some explanation of how the brain interprets written language. We often think of reading as a cerebral activity concerned with the abstract—with thoughts and ideas, tone and themes, metaphors and motifs. As far as our brains are concerned, however, text is a tangible part of the physical world we inhabit. In fact, the brain essentially regards letters as physical objects because it does not really have another way of understanding them. As Wolf explains in her book Proust and the Squid , we are not born with brain circuits dedicated to reading. After all, we did not invent writing until relatively recently in our evolutionary history, around the fourth millennium B.C. So the human brain improvises a brand-new circuit for reading by weaving together various regions of neural tissue devoted to other abilities, such as spoken language, motor coordination and vision. Some of these repurposed brain regions are specialized for object recognition —they are networks of neurons that help us instantly distinguish an apple from an orange, for example, yet classify both as fruit. Just as we learn that certain features—roundness, a twiggy stem, smooth skin—characterize an apple, we learn to recognize each letter by its particular arrangement of lines, curves and hollow spaces. Some of the earliest forms of writing, such as Sumerian cuneiform , began as characters shaped like the objects they represented —a person's head, an ear of barley, a fish. Some researchers see traces of these origins in modern alphabets: C as crescent moon, S as snake. Especially intricate characters—such as Chinese hanzi and Japanese kanji —activate motor regions in the brain involved in forming those characters on paper: The brain literally goes through the motions of writing when reading, even if the hands are empty. Researchers recently discovered that the same thing happens in a milder way when some people read cursive. Beyond treating individual letters as physical objects, the human brain may also perceive a text in its entirety as a kind of physical landscape. When we read, we construct a mental representation of the text in which meaning is anchored to structure. The exact nature of such representations remains unclear, but they are likely similar to the mental maps we create of terrain—such as mountains and trails—and of man-made physical spaces, such as apartments and offices. Both anecdotally and in published studies , people report that when trying to locate a particular piece of written information they often remember where in the text it appeared. We might recall that we passed the red farmhouse near the start of the trail before we started climbing uphill through the forest; in a similar way, we remember that we read about Mr. Darcy rebuffing Elizabeth Bennett on the bottom of the left-hand page in one of the earlier chapters. In most cases, paper books have more obvious topography than onscreen text. An open paperback presents a reader with two clearly defined domains—the left and right pages—and a total of eight corners with which to orient oneself. A reader can focus on a single page of a paper book without losing sight of the whole text: one can see where the book begins and ends and where one page is in relation to those borders. One can even feel the thickness of the pages read in one hand and pages to be read in the other. Turning the pages of a paper book is like leaving one footprint after another on the trail—there's a rhythm to it and a visible record of how far one has traveled. All these features not only make text in a paper book easily navigable, they also make it easier to form a coherent mental map of the text. In contrast, most screens, e-readers, smartphones and tablets interfere with intuitive navigation of a text and inhibit people from mapping the journey in their minds. A reader of digital text might scroll through a seamless stream of words, tap forward one page at a time or use the search function to immediately locate a particular phrase—but it is difficult to see any one passage in the context of the entire text. As an analogy, imagine if Google Maps allowed people to navigate street by individual street, as well as to teleport to any specific address, but prevented them from zooming out to see a neighborhood, state or country. Although e-readers like the Kindle and tablets like the iPad re-create pagination—sometimes complete with page numbers, headers and illustrations—the screen only displays a single virtual page: it is there and then it is gone. Instead of hiking the trail yourself, the trees, rocks and moss move past you in flashes with no trace of what came before and no way to see what lies ahead. "The implicit feel of where you are in a physical book turns out to be more important than we realized," says Abigail Sellen of Microsoft Research Cambridge in England and co-author of The Myth of the Paperless Office . "Only when you get an e-book do you start to miss it. I don't think e-book manufacturers have thought enough about how you might visualize where you are in a book." At least a few studies suggest that by limiting the way people navigate texts, screens impair comprehension. In a study published in January 2013 Anne Mangen of the University of Stavanger in Norway and her colleagues asked 72 10th-grade students of similar reading ability to study one narrative and one expository text, each about 1,500 words in length. Half the students read the texts on paper and half read them in pdf files on computers with 15-inch liquid-crystal display (LCD) monitors. Afterward, students completed reading-comprehension tests consisting of multiple-choice and short-answer questions, during which they had access to the texts. Students who read the texts on computers performed a little worse than students who read on paper. Based on observations during the study, Mangen thinks that students reading pdf files had a more difficult time finding particular information when referencing the texts. Volunteers on computers could only scroll or click through the pdfs one section at a time, whereas students reading on paper could hold the text in its entirety in their hands and quickly switch between different pages. Because of their easy navigability, paper books and documents may be better suited to absorption in a text. "The ease with which you can find out the beginning, end and everything inbetween and the constant connection to your path, your progress in the text, might be some way of making it less taxing cognitively, so you have more free capacity for comprehension," Mangen says. Supporting this research, surveys indicate that screens and e-readers interfere with two other important aspects of navigating texts: serendipity and a sense of control. People report that they enjoy flipping to a previous section of a paper book when a sentence surfaces a memory of something they read earlier, for example, or quickly scanning ahead on a whim. People also like to have as much control over a text as possible—to highlight with chemical ink, easily write notes to themselves in the margins as well as deform the paper however they choose. Because of these preferences—and because getting away from multipurpose screens improves concentration—people consistently say that when they really want to dive into a text, they read it on paper. In a 2011 survey of graduate students at National Taiwan University, the majority reported browsing a few paragraphs online before printing out the whole text for more in-depth reading. A 2008 survey of millennials (people born between 1980 and the early 2000s) at Salve Regina University in Rhode Island concluded that, "when it comes to reading a book, even they prefer good, old-fashioned print". And in a 2003 study conducted at the National Autonomous University of Mexico, nearly 80 percent of 687 surveyed students preferred to read text on paper as opposed to on a screen in order to "understand it with clarity". Surveys and consumer reports also suggest that the sensory experiences typically associated with reading—especially tactile experiences—matter to people more than one might assume. Text on a computer, an e-reader and—somewhat ironically—on any touch-screen device is far more intangible than text on paper. Whereas a paper book is made from pages of printed letters fixed in a particular arrangement, the text that appears on a screen is not part of the device's hardware—it is an ephemeral image. When reading a paper book, one can feel the paper and ink and smooth or fold a page with one's fingers; the pages make a distinctive sound when turned; and underlining or highlighting a sentence with ink permanently alters the paper's chemistry. So far, digital texts have not satisfyingly replicated this kind of tactility (although some companies are innovating, at least with keyboards ). Paper books also have an immediately discernible size, shape and weight. We might refer to a hardcover edition of War and Peace as a hefty tome or a paperback Heart of Darkness as a slim volume. In contrast, although a digital text has a length—which is sometimes represented with a scroll or progress bar—it has no obvious shape or thickness. An e-reader always weighs the same, regardless of whether you are reading Proust's magnum opus or one of Hemingway's short stories. Some researchers have found that these discrepancies create enough " haptic dissonance " to dissuade some people from using e-readers. People expect books to look, feel and even smell a certain way; when they do not, reading sometimes becomes less enjoyable or even unpleasant. For others, the convenience of a slim portable e-reader outweighs any attachment they might have to the feel of paper books. Exhaustive reading Although many old and recent studies conclude that people understand what they read on paper more thoroughly than what they read on screens, the differences are often small. Some experiments, however, suggest that researchers should look not just at immediate reading comprehension, but also at long-term memory. In a 2003 study Kate Garland of the University of Leicester and her colleagues asked 50 British college students to read study material from an introductory economics course either on a computer monitor or in a spiral-bound booklet. After 20 minutes of reading Garland and her colleagues quizzed the students with multiple-choice questions. Students scored equally well regardless of the medium, but differed in how they remembered the information. Psychologists distinguish between remembering something—which is to recall a piece of information along with contextual details, such as where, when and how one learned it—and knowing something, which is feeling that something is true without remembering how one learned the information. Generally, remembering is a weaker form of memory that is likely to fade unless it is converted into more stable, long-term memory that is "known" from then on. When taking the quiz, volunteers who had read study material on a monitor relied much more on remembering than on knowing, whereas students who read on paper depended equally on remembering and knowing. Garland and her colleagues think that students who read on paper learned the study material more thoroughly more quickly; they did not have to spend a lot of time searching their minds for information from the text, trying to trigger the right memory—they often just knew the answers. Other researchers have suggested that people comprehend less when they read on a screen because screen-based reading is more physically and mentally taxing than reading on paper. E-ink is easy on the eyes because it reflects ambient light just like a paper book, but computer screens, smartphones and tablets like the iPad shine light directly into people's faces. Depending on the model of the device, glare, pixilation and flickers can also tire the eyes. LCDs are certainly gentler on eyes than their predecessor, cathode-ray tubes (CRT), but prolonged reading on glossy self-illuminated screens can cause eyestrain, headaches and blurred vision. Such symptoms are so common among people who read on screens—affecting around 70 percent of people who work long hours in front of computers—that the American Optometric Association officially recognizes computer vision syndrome . Erik Wästlund of Karlstad University in Sweden has conducted some particularly rigorous research on whether paper or screens demand more physical and cognitive resources. In one of his experiments 72 volunteers completed the Higher Education Entrance Examination READ test—a 30-minute, Swedish-language reading-comprehension exam consisting of multiple-choice questions about five texts averaging 1,000 words each. People who took the test on a computer scored lower and reported higher levels of stress and tiredness than people who completed it on paper. In another set of experiments 82 volunteers completed the READ test on computers, either as a paginated document or as a continuous piece of text. Afterward researchers assessed the students' attention and working memory, which is a collection of mental talents that allow people to temporarily store and manipulate information in their minds. Volunteers had to quickly close a series of pop-up windows, for example, sort virtual cards or remember digits that flashed on a screen. Like many cognitive abilities, working memory is a finite resource that diminishes with exertion. Although people in both groups performed equally well on the READ test, those who had to scroll through the continuous text did not do as well on the attention and working-memory tests. Wästlund thinks that scrolling—which requires a reader to consciously focus on both the text and how they are moving it—drains more mental resources than turning or clicking a page, which are simpler and more automatic gestures. A 2004 study conducted at the University of Central Florida reached similar conclusions. Attitude adjustments An emerging collection of studies emphasizes that in addition to screens possibly taxing people's attention more than paper, people do not always bring as much mental effort to screens in the first place. Subconsciously, many people may think of reading on a computer or tablet as a less serious affair than reading on paper. Based on a detailed 2005 survey of 113 people in northern California, Ziming Liu of San Jose State University concluded that people reading on screens take a lot of shortcuts—they spend more time browsing, scanning and hunting for keywords compared with people reading on paper, and are more likely to read a document once, and only once. When reading on screens, people seem less inclined to engage in what psychologists call metacognitive learning regulation—strategies such as setting specific goals, rereading difficult sections and checking how much one has understood along the way. In a 2011 experiment at the Technion–Israel Institute of Technology, college students took multiple-choice exams about expository texts either on computers or on paper. Researchers limited half the volunteers to a meager seven minutes of study time; the other half could review the text for as long as they liked. When under pressure to read quickly, students using computers and paper performed equally well. When managing their own study time, however, volunteers using paper scored about 10 percentage points higher. Presumably, students using paper approached the exam with a more studious frame of mind than their screen-reading peers, and more effectively directed their attention and working memory. Perhaps, then, any discrepancies in reading comprehension between paper and screens will shrink as people's attitudes continue to change. The star of "A Magazine Is an iPad That Does Not Work" is three-and-a-half years old today and no longer interacts with paper magazines as though they were touchscreens, her father says. Perhaps she and her peers will grow up without the subtle bias against screens that seems to lurk in the minds of older generations. In current research for Microsoft, Sellen has learned that many people do not feel much ownership of e-books because of their impermanence and intangibility: "They think of using an e-book, not owning an e-book," she says. Participants in her studies say that when they really like an electronic book, they go out and get the paper version. This reminds Sellen of people's early opinions of digital music, which she has also studied. Despite initial resistance, people love curating, organizing and sharing digital music today. Attitudes toward e-books may transition in a similar way, especially if e-readers and tablets allow more sharing and social interaction than they currently do. Books on the Kindle can only be loaned once , for example. To date, many engineers, designers and user-interface experts have worked hard to make reading on an e-reader or tablet as close to reading on paper as possible. E-ink resembles chemical ink and the simple layout of the Kindle's screen looks like a page in a paperback. Likewise, Apple's iBooks attempts to simulate the overall aesthetic of paper books, including somewhat realistic page-turning. Jaejeung Kim of KAIST Institute of Information Technology Convergence in South Korea and his colleagues have designed an innovative and unreleased interface that makes iBooks seem primitive. When using their interface, one can see the many individual pages one has read on the left side of the tablet and all the unread pages on the right side, as if holding a paperback in one's hands. A reader can also flip bundles of pages at a time with a flick of a finger. But why, one could ask, are we working so hard to make reading with new technologies like tablets and e-readers so similar to the experience of reading on the very ancient technology that is paper? Why not keep paper and evolve screen-based reading into something else entirely? Screens obviously offer readers experiences that paper cannot. Scrolling may not be the ideal way to navigate a text as long and dense as Moby Dick , but the New York Times , Washington Post , ESPN and other media outlets have created beautiful, highly visual articles that depend entirely on scrolling and could not appear in print in the same way. Some Web comics and infographics turn scrolling into a strength rather than a weakness. Similarly, Robin Sloan has pioneered the tap essay for mobile devices. The immensely popular interactive Scale of the Universe tool could not have been made on paper in any practical way. New e-publishing companies like Atavist offer tablet readers long-form journalism with embedded interactive graphics, maps, timelines, animations and sound tracks. And some writers are pairing up with computer programmers to produce ever more sophisticated interactive fiction and nonfiction in which one's choices determine what one reads, hears and sees next. When it comes to intensively reading long pieces of plain text, paper and ink may still have the advantage. But text is not the only way to read.

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Watch CBS News

Books vs. e-books: The science behind the best way to read

By Amy Kraft

December 14, 2015 / 6:00 AM EST / CBS News

While browsing the bookstore to buy a gift for that special someone (or yourself), you may be faced with a tough decision: e-books or the old-fashioned kind? Each one has its pros and cons, and choosing the best option depends on a number of factors.

Some of the practical advantages of going digital are obvious: A portable little e-reader can carry an entire library wherever you go, which is great for travelers or those who always want a choice of reading material.

On the other hand, research has been stacking up to show that reading on paper has a number of benefits, too. Plus, there's the nostalgia factor .

"First and foremost, consider the person and their lifelong preferences," Dr. Matthew H. Schneps, director of the Laboratory for Visual Learning, a collaboration between the University of Massachusetts Boston and MIT, told CBS News in an email. "Some people absolutely love the look, smell, and feel of the classical book held in the hand, and such people may not want to give up the sensory experience of reading from a paper book. If the recipient of your gift is someone who is adventurous when it comes to gadgets, but otherwise doesn't read much using traditional books, giving the gift of an e-reader can be a life-changing experience for them."

Here's a look at some of the science to consider before you spring for a Kindle, a Nook or a stack of new hardcovers.

Young, reluctant readers prefer e-readers

A 2014 study published in the journal Library & Information Science Research found that out of 143 10th grade students, most preferred e-readers . Boys and those who did not care much for reading also shared a strong preference for e-readers.

"An e-reader has more in common with the electronic devices that young people use all the time, like smartphones or iPads, than a paper book, when it comes to turning of pages, the possibilities of adjusting font size, etc.," lead author of the study, Åse Kristine Tveit, told CBS News in an email.

Reading on paper may boost retention

Several small studies suggest that reading on paper instead of an electronic screen is better for memory retention and focus. The Guardian reported on an experiment from Norway where people were given a short story to read either on a Kindle or in a paperback book; when they were quizzed later, those who read the paperback were more likely to remember plot points in the right order.

"When you read on paper you can sense with your fingers a pile of pages on the left growing, and shrinking on the right," the lead researcher, Anne Mangen, of Norway's Stavanger University, told the Guardian. "You have the tactile sense of progress ... Perhaps this somehow aids the reader, providing more fixity and solidity to the reader's sense of unfolding and progress of the text, and hence the story."

Paper suits readers with sleep problems and eye strain

High levels of screen luminance from an electronic device can contribute to visual fatigue, a condition marked by tired, itching, burning eyes.

There are also potential considerations for those reading e-books on light-emitting e-readers at night (although a number of e-readers do not use light-emitting screens), Dr. Margaret K. Merga, a reading and education specialist in Australia, told CBS News in an email. "Artificial light exposure from light-emitting e-readers may interfere with users' ability to sleep , ultimately leading to adverse impacts on health."

A 2014 study published in the journal PNAS found that reading an e-book before bedtime decreased the production of melatonin, a hormone that preps the body for sleep. E-books also impaired alertness the following day.

E-books help the visually impaired

Individuals with poor eyesight or reading disorders like dyslexia can benefit more from e-books because they provide a range of options for changing the text size and spacing of lines. A 2013 study in the journal PLOS One observed reading comprehension and speed in 103 high school students with dyslexia. The study found that people with dyslexia read more effectively, and with greater ease, when using the e-reader compared with reading on paper.

Schneps, who was the lead author on the paper, said, "What made the difference was the ability of the device to display lines of text that were extremely short (about two or three words per line), as well as its ability to space out the text. When these people read using the modified formatting, their reading instantly improved."

His team has a website where people can preview the effects of some of these features before making a purchase. Try out the interactive tips at readeasy.labvislearn.org .

A fondness for books

Many book-lovers still prefer the traditional option and value the tactile sensation of a bound paper book. "Paper books are, as a rule, very well designed, they look and smell good, and they carry with them a more human touch," Tveit said.

In Merga's experience with students in Australia, avid readers also tend to prefer reading on paper. While conducting the West Australian Study in Adolescent Book Reading (WASABR), Merga and colleagues found that students preferred reading paper books. "One student described this attitude as a preference to 'own something (rather) than just use it,'" Merga said.

More from CBS News

ISBN, ISSN, DOI: what they are and how to find them

Isbn-issn-doi-what-they-are-and-how-to-find-them.

June 17, 2022

Discover some of the unique content identifiers that are used for published content at Wiley including ISBN, ISSN, and DOI. For articles or chapters, DOI is our preferred identifier when available.

• ISBN stands for International Standard Book Number and is used for books.
• ISBNs may be 10 or 13 digits.
• On a physical book, you may find the ISBN next to the barcode. You will also find it on the copyright page. In an ebook, the ISBN is available in the copyright information. ISBNs can also be found in our  book product catalog on Wiley.com .
• Print and digital formats carry different ISBNs. ISBNs are a standard defined by the International Standards Organization and are issued through national agencies. 
• ISSN stands for International Standard Serial Number and is used for journals, magazines, and other serial publications.
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• You can find the ISSN in the copyright information of a print journal, or on the journal homepage of a digital journal. Print and digital formats carry different ISSNs.
• Globally, ISSNs are managed by the intergovernmental organization the ISSN International Centre.  
• DOI stands for Digital Object Identifier . It is a unique identifier for digital content, used across the industry and managed by the not-for-profit organization CrossRef .
• Both book and journal content use DOI. Unlike ISBN and ISSN, which identify content at the book or journal level, a DOI may identify an individual chapter or article.
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If you have a question about a specific piece of Wiley content, you may be asked to provide a unique content identifier to help our team locate the content in our records. We hope this guide enables you to do so quickly and efficiently. 

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• CAREER COLUMN
• 09 August 2024

Why I’ve removed journal titles from the papers on my CV

• Adrian Barnett 0

Adrian Barnett is a researcher in health and medicine at the Queensland University of Technology in Brisbane, Australia.

You can also search for this author in PubMed   Google Scholar

Omitting journal names in your CV could help to prioritize the quality of your science over the prestige of the publication. Credit: Nature

Can you name the journal in which microbiologist Alexander Fleming first reported on the antibacterial properties of penicillin? Or where engineer John O’Sullivan and his colleagues presented the image-sharpening techniques that led to Wi-Fi?

Most of you can easily name the benefits of these breakthroughs, but I expect only a few would know where they were published. Unfortunately, in modern scientific culture, there is too much focus on the journal — and not enough on the science itself. Researchers strive to publish in journals with high impact factors, which can lead to personal benefits such as job opportunities and funding.

But the obsession with where to publish is shaping what we publish. For example, ‘negative’ studies might not be written up — or if they are, they’re spun into a positive by highlighting favourable results or leaving out ‘messy’ findings, to ensure publication in a ‘prestigious’ journal.

Illuminating ‘the ugly side of science’: fresh incentives for reporting negative results

To shift this focus in my own practice, I have removed all the journal names from my CV . Anyone interested in my track record will now see only my papers’ titles, which better illustrate what I’ve achieved. If they want to read more, they can click on each paper title, which is hyperlinked to the published article.

I’m not alone in thinking of this. The idea for removing journal names was discussed at a June meeting in Canberra on designing an Australian Roadmap for Open Research . A newsletter published by the University of Edinburgh, UK, no longer includes journal titles when sharing researchers’ new publications, to help change the culture around research assessment. Celebrating the ‘what’ rather than the ‘where’ is a great idea. This simple change could be extended to many types of research assessment.

Quality over journal titles

It is disorienting at first to see a reference that does not contain a journal title, because this bucks a deeply ingrained practice. But journal names are too often used as a proxy for research excellence or quality. I want people reading my CV to consider what I wrote, not where it was published, which I know is sometimes attributable to luck as much as substance.

Of course, anyone who really wants to judge me by where I’ve published will simply be able to google my articles: I haven’t anonymized the journals everywhere. But removing the names in my CV discourages simplistic scans, such as counting papers in particular journals. It’s a nudge intervention: a reminder that work should be judged by its content first, journal second.

Because I’m a professor on a permanent contract, it’s easier for me to make this change. Some might think that it would be a huge mistake for an early-career researcher to do the same. But there is no stage in our scientific careers at which decisions about hiring and promotion should be based on the ‘where’ over the ‘what’. It would be easier for early-career scientists to make this change if it became normalized and championed by their senior colleagues.

A potential criticism of removing journal names is that there is nothing to stop unscrupulous academics from publishing shoddy papers in predatory journals to create a competitive-looking CV, which could put candidates with genuine papers at a disadvantage. Promotion and hiring committees need to be made aware of the growing problem of faked and poor-quality research and receive training on how to spot flawed science.

However, when a job gets 30 or more applicants, there can be a need for short-cuts to thin the field. I suggest that reading the titles of each applicant’s ten most recent papers would work better than any heuristic based on paper counts or journal names, for only a slight increase in workload.

Imagine a hiring or fellowship committee that receives plain or preprint versions of the every applicant’s five best papers. Committee members who previously relied on simplistic metrics would have to change their practice. Some might simply revert to Google, but others might welcome the challenge of judging the applicants’ works.

Judging researchers is much more difficult than counting impact factors or citations, because science is rarely simple. Simplistic promotion and hiring criteria ignore this wonderful complexity. Changing typical academic CV formats could bring some of it back.

doi: https://doi.org/10.1038/d41586-024-02596-y

This is an article from the Nature Careers Community, a place for Nature readers to share their professional experiences and advice. Guest posts are encouraged .

Competing Interests

A.B. is a member of the Australian National Health and Medical Research Council (NHMRC) Research Quality Steering Committee, which provides national guidance on good research practice. A.B. is paid for his time to attend committee meetings. A.B. was on the organizing committee for the Policy Roundtable: An Australian Roadmap for Open Research meeting, which is mentioned in the article, and received paid accommodation to attend the meeting.

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Sakana AI’s ‘AI Scientist’ conducts research autonomously, challenging scientific norms

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Sakana AI , in collaboration with scientists from the University of Oxford and the University of British Columbia, has developed an artificial intelligence system that can conduct end-to-end scientific research autonomously. This breakthrough, named “ The AI Scientist ,” promises to completely transform the process of scientific discovery.

The AI Scientist automates the entire research lifecycle, from generating novel ideas to writing full scientific manuscripts. “We propose and run a fully AI-driven system for automated scientific discovery, applied to machine learning research,” the team reports in their newly released paper .

Introducing The AI Scientist: The world’s first AI system for automating scientific research and open-ended discovery! https://t.co/8wVqIXVpZJ From ideation, writing code, running experiments and summarizing results, to writing entire papers and conducting peer-review, The AI… pic.twitter.com/SJuat9a2Uw — Sakana AI (@SakanaAILabs) August 13, 2024

This innovative system uses large language models (LLMs) to mimic the scientific process. It can generate research ideas, design and execute experiments, analyze results, and even perform peer review of its own papers. The researchers claim that The AI Scientist can produce a complete research paper for approximately $15 in computing costs.

The dawn of AI-driven discovery: A new era in scientific research

In their study, published on the preprint server arXiv , the researchers detail how The AI Scientist was tested on tasks in machine learning research, including developing new techniques for diffusion models, transformer-based language models, and analyzing learning dynamics. According to the team, the system produced papers that “exceed the acceptance threshold at a top machine learning conference as judged by our automated reviewer.”

This development represents a significant leap in AI capabilities, moving beyond narrow task-specific applications to a more general scientific problem-solving approach. The AI Scientist’s ability to navigate the entire research process autonomously suggests a level of reasoning and creativity previously thought to be the exclusive domain of human researchers.

The implications of such a system are profound and multifaceted. On one hand, it could dramatically accelerate the pace of scientific discovery by allowing continuous, round-the-clock research without human limitations. This could lead to rapid advancements in fields like drug discovery, materials science, and climate change mitigation.

? Stoked to share The AI-Scientist ?‍? – our end-to-end approach for conducting research with LLMs including ideation, coding, experiment execution, paper write-up & reviewing. Blog ?: https://t.co/kBwAgvXDjZ Paper ?: https://t.co/XvkwWfQhyi Code ?: https://t.co/hXlXjxFAD9 … https://t.co/bPB37b9RUY pic.twitter.com/mHn6ShzaiA — Robert Lange (@RobertTLange) August 13, 2024

Balancing act: Human intuition vs. AI efficiency in the lab

However, the automation of scientific research raises critical questions about the future role of human scientists. While AI may excel at processing vast amounts of data and identifying patterns, human intuition, creativity, and ethical judgment remain crucial in steering scientific inquiry towards meaningful and beneficial outcomes. The challenge will be in finding the right balance between AI-driven efficiency and human-guided purpose in scientific research.

Moreover, the system’s ability to conduct research at such a low cost could have significant economic implications for academic institutions and the broader scientific community. This could potentially lead to a restructuring of how research is funded and conducted, with implications for employment in the scientific sector.

The researchers themselves acknowledge the potential risks associated with such powerful AI systems. They explain in their paper, saying, “The AI Scientist current capabilities, which will only improve, reinforces that the machine learning community needs to immediately prioritize learning how to align such systems to explore in a manner that is safe and consistent with our values.”

Ethical considerations: Navigating the uncharted waters of AI-led science

This admission from the researchers underscores the importance of developing robust ethical frameworks and safeguards alongside technological advancements. As AI systems become more capable of independent scientific inquiry, ensuring they operate in ways that benefit humanity and align with our values becomes increasingly critical.

The open-sourcing of The AI Scientist’s code allows for broader scrutiny and development by the scientific community, which could help address some of these concerns. It also enables researchers to build upon this technology, potentially leading to even more advanced AI-driven scientific discovery systems in the future.

As the scientific community grapples with the implications of this technology, it’s clear that the process of scientific discovery is on the cusp of a profound transformation.

The challenge now lies in harnessing the power of AI-driven research while preserving the irreplaceable elements of human scientific inquiry — creativity, intuition, and ethical consideration — that have driven progress for centuries.

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Common low-calorie sweetener may be riskier for the heart than sugar, study suggests

Another study is raising concern about the safety of the widely used sugar alcohol sweetener erythritol , a low-calorie sugar substitute found in “keto-friendly” foods, baked goods and candies. Researchers from the Cleveland Clinic compared erythritol to typical sugar and found only erythritol caused worrisome cardiovascular effects. 

Although the study was small, it’s the first head-to-head look at people’s blood levels after they consume products with erythritol or sugar (glucose). 

“We compared the results, and glucose caused none of the problems,” said Dr. Stanley Hazen, a cardiologist at the Cleveland Clinic and the lead author of the study, published Thursday morning in the journal Arteriosclerosis, Thrombosis, and Vascular Biology. 

Erythritol is one ingredient on a growing list of nonsugar sweeteners found in low-calorie and sugar-free foods. Erythritol and xylitol are sugar alcohols that are sweet like sugar but with far fewer calories. Erythritol is often mixed with another sweetener, stevia, and xylitol is often found in gum, mouthwash and toothpaste. 

Earlier studies from Hazen’s lab — one published last year and the other in June — found potential links between the sugar alcohols and an increased risk of heart attacks and strokes. The research suggested both sugar alcohols might make blood platelets stickier and therefore more susceptible to clotting and blocking veins or arteries, in turn contributing to heart attacks and strokes.

For the new research, Hazen’s team analyzed the heart effects of erythritol and regular sugar — in this case, simple glucose — by enrolling two groups of healthy middle-aged male and female volunteers: 10 who consumed the erythritol and 10 who consumed sugar.

Both groups fasted overnight. In the morning, their blood was drawn to measure platelet activity. Then, half the volunteers drank glasses of water with 30 grams of glucose mixed in, and half drank glasses of water with 30 grams of erythritol. Hazen said 30 grams of erythritol is an amount typical of erythritol-sweetened foods. 

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Around 30 minutes after each group consumed the sweetened drinks, their blood was drawn and retested. Researchers found the people who consumed erythritol had increased platelet aggregation — meaning the blood was more likely to clot. Adults who drank the normal sugar drink had no changes in platelet aggregation. 

The researchers measured a 1,000-fold increase in blood erythritol levels in the group given the erythritol drink. Those who drank glucose water didn’t have any changes in blood erythritol levels, and their blood glucose levels were only slightly increased. The finding stood out to Hazen, because it far exceeded the trace levels of erythritol that occur naturally in the blood. 

“The amount in sugar substitutes is thousands of folds higher than what is made in our bodies, so to call it ‘natural,’ it’s not,” he said. “Your best recommendation is to avoid the sugar substitutes, and sugar alcohols in particular, because there’s an acute increase in the likelihood of clotting events once you ingest them.”

The Food and Drug Administration considers artificial sweeteners, including erythritol and xylitol, as GRAS, or generally recognized as safe . Hazen hopes mounting evidence about the sugar alcohols might trigger the FDA to look more closely at the data. 

Outside the U.S., the concerns have drawn interest among food regulators. Last year, for instance, the European Food Safety Authority recommended that the European Commission request data about how much erythritol is in food, which could help clarify the risks. 

Do the findings indicate that erythritol is worse overall than high-calorie sugar? Valisa Hedrick, a registered dietitian at Virginia Tech, said a diet high in sugary foods can lead to elevated blood glucose levels that are also linked to stroke and clotting risks. Hedrick wasn’t involved in the Cleveland Clinic study.

The study has several important limitations. Beyond the small number of participants, it measured the effects of erythritol and glucose at only one point in time, as opposed to over months or years of consistent consumption, Hedrick noted.

And the amount of glucose in the sugar water — about 30 grams — is the equivalent of about 120 calories of sugar. Sugary beverages, especially juices and sodas, often contain more sugar. 

For example, a 12-ounce can of Coca-Cola contains 39 grams of sugar, and 12 ounces of Mountain Dew contains 46 grams. 

Michael Goran, a professor of pediatrics at the University of Southern California’s Keck School of Medicine, said it might also be worth comparing erythritol to both fructose and glucose. The combination of fructose and glucose is more typical of sugary juices and sodas than glucose alone, he said. Goran wasn’t part of the new study.

Hazen’s study looked at glucose alone. 

Although the Cleveland Clinic study didn't find negative effects from consuming sugar, the researchers agreed the data doesn’t mean sugar is in the clear. Higher amounts of sugar may cause similar platelet effects, especially in people with diabetes, who can’t effectively regulate high blood glucose.

Hazen’s study focused specifically on healthy people, not people with diabetes.

It could also be important to analyze whether heart effects differ when people consume food with erythritol compared with water with erythritol, said Dr. Michelle Pearlman, a gastroenterologist who is CEO and a co-founder of the Prime Institute in Miami.

“Factors such as protein, fat, fiber and other nutrients might influence this response,” she said. 

Ultimately, said Hedrick of Virginia Tech, the new study underscores the need for more research comparing the health effects of sweeteners versus sugar.

Hazen and his colleagues concluded the research by urging further studies focusing on erythritol’s heart risks, particularly in people already at higher risk of strokes and clotting. 

NBC News contributor Caroline Hopkins is a health and science journalist who covers cancer treatment for Precision Oncology News. She is a graduate of the Columbia University Graduate School of Journalism.  

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