Students itemize the types of sources available to be documented to provide the expected content and to attain the objectives for the assignment. In some contexts, it is in the teacher’s interest to require students to use different types of sources.

Students must recognize the specific qualities of each type of document/source. They provide a list of the most pertinent types of documents related to the objective of the assignment. They make sure, according to instructions and context, to vary the types of sources used.

Here are some types of documents often used in search of information:

• Books and manuals;
• Articles from journals:
  • scientific,
  • professional,
  • general interest;
• Reference tools such as: general or specialized encyclopedia and dictionaries, directories, etc.;
• Newspaper articles;
• Websites and blogs;
• Audiovisual documents (such as films and videos);
• Images;
• Statistics;
• Standards;
• Laws and regulations;
• Activity reports.

In a digital world, it is not always obvious to distinguish at a glance the types of documents: books, scientific journals, encyclopedias, manuals, journals, standards, blogs, etc. It is nevertheless essential to do so because even Google cannot find everything, and the selection of tools for searching is done according to which type of information and what document to find. Note that sources of information and search tools work hand in hand. These concepts are often learned and applied jointly.

The relevance of different types of document can vary from one assignment to another; it also varies from one discipline to another. For example, in arts, images and audiovisual documents are frequently used. Scientific journals and specialized dictionaries are, for their part, very useful in the domain of health.