Research Help | gotoLTC

Research Help

Library Resource Sessions

There are multiple ways to learn about Library Resources:

1. Online Library Orientation
Students can view short videos on how to access library resources via our library catalog and how to search the library databases. 

2. “Hunt” around the Student Resource Center to introduce students to space and services (10-15 min)
Typically first 2-3 weeks of term. Email for more info. Learn about:

  • Where to access Academic Support, Peer Tutoring, and Technology Support
  • What devices and equipment are available for check out
  • An evening computer lab is open from 6-10 PM

3. Drop-In Library Resource Sessions (approx. 20 minutes)
Drop in during the first 3 weeks of term. No appointment needed. Students Learn:

  • How to find and evaluate peer-reviewed journal articles
  • How to search for books, e-books, videos, news articles, current events, etc.
  • That they can check out laptops and equipment
  • Where to access Academic Support, Peer Tutoring, and Online/Computer Support

4. In-Class Library Resource Session (approx. 30 minutes)
Instructors email to schedule a resource session during class time. Students learn:

  • How to find and evaluate peer-reviewed journal articles
  • How to search for books, e-books, videos, news articles, current events, etc.
  • That they can check out laptops and equipment
  • Where to access Academic Support, Peer Tutoring, and Computer/Technology Support
  • Resource specific to course or assignments

Learn, Lead, Succeed
Library Resource Sessions are part of Learn, Lead, Succeed. Earn a stand-out professional development certificate. Learn more here:

CREDO Instruct Course

CREDO Instruct Course is a collection of instructional videos for information literacy, critical thinking, communication, and other important skill needed for success. 

Library Resource Sessions

LTC Library Resource Sessions help students familiarize themselves with available information sources. Sessions typically introduce students to the following ARCL Information Literacy standards and outcomes:

Standard 1

The information literate student determines the nature and extent of the information needed.


  1. Explores general information sources to increase familiarity with the topic
  2. Identifies key concepts and terms that describe the information need

Standard 2

The information literate student accesses needed information effectively and efficiently.


  1. Selects efficient and effective approaches for accessing the information needed
  2. Identifies keywords, synonyms and related terms for the information needed

Standard 5

The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.


  1. Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material
  2. Complies with institutional policies on access to information resources

Citing Sources & Academic Integrity

What is a citation? 

Citing a source means that you show, within the body of your work, that you took words, ideas, figures, images, etc. from another place. It's a reference to any item that identifies the source where the complete work can be found and credits its creator. 

When do I have to cite?

Whenever you quote, paraphrase, use an existing idea or opinion, or reference another work. 

Why citing is important

It's important to cite sources you used in your research for several reasons:

  • To show your reader you've done proper research by listing sources you used to get your information
  • To be a responsible scholar by giving credit to other researchers and acknowledging their ideas
  • To avoid plagiarism by quoting words and ideas used by other authors
  • To allow your reader to track down the sources you used

What is Plagiarism?

Plagiarism means deliberately using or presenting someone else's work, including the work of other students, as your own. Any ideas or materials taken from another source for either written or oral use must be fully acknowledged, unless the information is common knowledge.

Check out this interactive Plagiarism tutorial to learn more. (Created by Dave Wehmeyer, NWTC Instructor).

Parts of a citation

Citations consist of standard elements, and contain all the information necessary to identify and track down publications, including:

  • author name(s)
  • titles of books, articles, and journals
  • date of publication
  • page numbers
  • volume and issue numbers (for articles)

Citations may look different, depending on what is being cited and which style was used to create them. LTC instructors typically use APA or MLA citation styles, so check with your instructor to make sure you’re using the correct style.

Here is an example of an article citation using APA and MLA different citation styles.  Notice the common elements as mentioned above:

  • Author - R. Langer
  • Article Title - New Methods of Drug Delivery
  • Source Title - Science
  • Volume and issue - Vol 249, issue 4976
  • Publication Date - 2019
  • Page numbers - 1527-1533

American Psychological Association (APA) style:
Langer, R. (2019). New methods of drug delivery. Science, 249(4976), 1527-1533.

Modern Language Association (MLA) style:
Langer, R. "New Methods of Drug Delivery." Science 249.4976 (2019): 1527-33.

The following links provide guidelines and video about using APA and MLA citation styles.

APA 2010
APA Style: 2010 Update
Access the official packet on APA citation.

APA Brochure
APA Citation Quick Guide
Quick reference to common APA citing situations


APA CREDO Instruct tutorial

View the tutorial and learn to create citations using APA style. 

Many additional examples of APA citation formats can be found on the Purdue Online Writing Lab (OWL).

A tutorial on the basics of APA style is available on the APA website.

MLA 8 Style - 2016 update

MLA8 Style: 2016 Update
Access the official packet on MLA citation.

MLA8 Citation Quick Guide
Quick reference to common MLA citing situations

MLA 7 - Quick Guide

MLA 7th Edition CREDO Instruct tutorial

View the tutorial and learn to create citations using MLA 7th style.

For NEW MLA8 (2016 Update) formatting see the OWL at Purdue MLA8 Formatting and Style Guide. Examples of in-text citation in MLA8 style can also be found in the OWL at Purdue Guide.

Additional books are available for checkout in the Library:

Publication Manual APA the Easy Way Rules for Writers

How Do I Start My Research?
Try viewing the CREDO Instruct tutorial video! 

1. Choose a topic

Based on information you get from your class assignment or research project, you'll need to choose a topic. You can get ideas from:

  • Your class discussions and lecturesYour reading (in and out of class)
    • In your textbook
    • By looking at local, national, or world news from New York Times or US Newsstream
    • Your interests and life experience
    • Or if your research assignment is to write an argumentative paper or pick a controversial topic, a great place to start is Issues and Controversies.


  • If you are interested in global warming, your topic might be how global warming affects fishing industries.
  • If you are studying elementary education, your topic might be how reading mentoring helps students in urban schools.

2. Create a search strategy

After a topic is chosen, form a search strategy. This step can help you effectively do your library research.

  1. Form a search question or thesis statement based on the topic you select.
  2. Identify the main ideas in the question or statement. Think of two or three parts of your topic you want to cover.
  3. Brainstorm alternative terms or synonyms for your main ideas.
  4. When searching, combine and use the best terms rather than typing in your original question or phrase.


You want to write a paper on global warming and some aspect of agriculture or food production.

  1. Ask a question: “How does global warming affect the fishing industry in the United States?
  2. Identify the main ideas: global warming, fishing industry, and United States.
  3. Brainstorm alternative terms:
    • Global warming or climate change, greenhouse effect, carbon emissions
    • Fishing industry or fishing, fisheries, oceans, marine biology, lobsters, salmon, food prices, etc.
    • United States or New England, Northeast, Pacific Northwest, Florida, Alaska
  4. Combine the best terms to search: (global warming OR climate change) AND (fishing OR oceans) AND United States.


3. Find information. View the CREDO Instruct Types of Sources to help you with your research! 

  • The LTC Library provides a wide range of resources for your research.




  • Find journal, magazine, and newspaper articles on your topic in our Search Library Resources page.
  • EBSCO- 30+ databases all in one—a great place to start your research. 
  • US NewsstreamExplore news articles.
  • OVID Nursing Journals- Collection for nursing and health-related fields.
  • CultureGrams- Specific country and cultural research on over 200 countries.
  • HINTS for Retrieving Better Search Results in Databases:
    • Select FULL TEXT- See the results with full-text articles only.
    • Change publication date- Choose results within last 5-10 years.
    • Spell out abbreviations- Use the most detailed description of your keywords; ex. car = “automobile”, IV = “intravenous”.
    • Subject: Thesaurus Terms- Check Thesaurus for alternate keyword ideas.
    • Use * to broaden your term- * will return all results beginning with the letters before the *. educat*  will bring back results containing: educator, education, educators, educate.
    • If you find a book or articles you like, check its references to find more information on that topic.

4. Evaluate information

After finding potential sources of information, you need to evaluate them to see if they are worthwhile for your research assignment. Consider the following (often called the CRAAP test):

  • Currency: When was the source published? Is it up-to-date? Is it too old?
  • Relevance: For what audience is the source intended? Is it at the appropriate level for your research? Is it an academic or popular source? Can you understand it?
  • Accuracy: Is the information correct? Can you verify the facts somewhere else? Does the source cite other sources that you can check? Is the information supported by enough evidence?
  • Authority: What are the credentials of the author, or the publication? Are they an expert? Are they trustworthy? Do they have a degree in this field of study?
  • Purpose: Why was this information published? Is the author impartial? Does the author have a personal interest in the subject? Is the piece based on opinion or fact?

It's especially important to evaluate websites since anyone can publish information on the Web. Check out this Website Evaluation Guide and ask yourself the following:

  • Does the web page indicate when it was last updated?
  • Do you know who wrote the page? Can you find any information out about this author?
  • Does the page come from a reliable source (i.e. a major news site, the government, etc.)?
  • Do the links on the page work or are they broken?
  • Is there an "about" page that gives information about the organization providing the information?
  • What is the domain of the URL? (.gov, .edu, .org, .com, etc.)

You can use EasyBib’s free Website Evaluator to assist you in checking a website’s credibility.

5. Cite your sources

In order to avoid plagiarism, you need to acknowledge use of another person’s work. This requires you to cite any sources you use in your assignment, paper, or project no matter what you use from that source: an original idea, a direct quote, research methods, or even innovative terminology. Your instructor will tell you which citation style to use, the most popular styles at LTC being American Psychological Association (APA), or Modern Languages Association (MLA). Use the  Library's citations guides to help you format you format to the specific style.   Always use the latest edition of a style manual.

Examples: APA Style (6th edition)Munday, P., Jones, G., Pratchett, M., & Williams, A. (2008). Climate change and the future for coral reef fishes.   Fish & Fisheries,   9(3), 261-285. doi: 10.1111/j.1467-2979.2008.00281.xKoslow, J. A. (2007).   The silent deep : the discovery, ecology and conservation of the deep sea. Chicago: University of Chicago Press.

MLA Style (8th edition)Munday, Philip L., et al. "Climate change and the future for coral reef fishes."   Fish & Fisheries  9.3 (2008): 261-285.
Academic Search Premier. Web. 14 Apr 2009.Koslow, J. Anthony.   The silent deep : the discovery, ecology and conservation of the deep sea. Chicago: University of Chicago Press, 2007. Print.

6. Need Help?

Not sure where to start or stuck in the process?  Stop by the Library in the Student Resource Center, room L160, in the Lakeshore Building; call the library 920.693.1130, email us: or Chat with Library Staff on the Library webpage!
Need help with the writing process or want someone to proofread to provide suggestions for improvement?Academic Support  can help you at any stage of your assignment. Stop by Academic Support in the Student Resource Center, room L160A, in the Lakeshore Building; call Academic Support 920.693.1121, email:

Research Guides by Program Areas

Doing research can be different depending on what program you are in. Your Library is here to make that easier. We have tailored research guides to guide you to the best resources for your area.

Business and Technology Books

Business & Technology
Business Management
Court Reporting
Culinary Arts
Graphic Design
Human Resources
Information Technology
Marketing & Sales
Quality & Supply Chain

Energy and Agriculture

Energy & Agriculture
Energy (Wind, Nuclear, Radiation Safety)

General Education

General Education
American Government
Anatomy & Physiology

Health and Human Services

Health & Human Services
Early Childhood
Health Info Management
Medical Coding
Medical Assistant

Public Safety

Public Safety
Criminal Justice

Trades and Industry

Trade & Industry 
Maintenance Mechanic
Machine Tool / CNC
Mechanical Design / CAD