... one of my students this year referenced a cheat website in her list of two references that accompanied her resub assignment ...
Christine Keenan
Learning and Teaching Fellow
School of Design, Engineering & Computing
Bournemouth University
Poole House
Fern Barrow
Poole Dorset
BH12 5BB
Tel: 01202 595307
> -----Original Message-----
> From: learning development in higher education network [SMTP:[log in to unmask]] On Behalf Of Lynne Rutter
> Sent: 30 September 2005 14:19
> To: [log in to unmask]
> Subject: Re: Referencing
>
> John - yes, a very naughty thought, but a great opener for discussion ;).
>
> Speaking from the perspective of supporting mature, practice-based students we tend to sell the concept of referencing not by 'allowing entry into an academic discipline's culture' but by showing how it can define and help validate their own 'theories in use' and their practice experience etc. by allowing them to hear their own voice as distinct from others (i.e. the theorists) and to develop clearer, more evaluative links between theory and practice. We have found (informally) that when the notion of referencing 'clicks' the student seems to be able to think more critically and deeply about their viewpoint and stance on an issue and be able to defend it for their own particular situation more thoroughly and robustly, letting others support them or provide material for them to discuss critically. And they generally become more confident and assertive with their views (and less 'over-awed' by the notion of academia), presenting their argument up front, rather than as an add-on in the conclusion. This is aligned with a contextual view of knowledge (Baxter Magolda 1992) and education's role in developing a 'critical being' (Barnett 1997) - please excuse the limited referencing as I am at home and cannot look these up quickly! When our students don't understand referencing or view it as unimportant, their views tend to be weaker, uncritical, anecdotal and generalised.
> Practice-based students may not want or need to wear the corporate polo shirt of their discipline per se but in my experience the explicit use of, and due respect shown to, the work and ideas of others helps, in part, to develop critically reflective professionals capable of developing and defending valid postions in response to the ever-changing and complex world of practice.
>
>
> Lynne Rutter
> Lecturer
> Bournemouth University
> Centre for Post-Qualifying Social Work
> ________________________________
>
> From: learning development in higher education network on behalf of John Bradbeer
> Sent: Fri 30/09/2005 13:05
> To: [log in to unmask]
> Subject: Referencing
>
>
>
> Just a naughty thought. I can give a justification that satisfies me
> about why referencing is important. It is part of the culture of
> discipline we teach and our students need to master it in order to
> become full members of this disciplinary community. Now, this itself
> rests on the premise that university education is about inducting
> students into academic cultures and reproducing English literature,
> Chemistry, or whatever. I guess that there would be some in
> universities and many outside who would challenge this assumption.
> So is referencing so important? Or is is really the equivalent of
> wearing the corporate polo shirt at work?
>
> John Bradbeer
> Principal Lecturer in Higher Education
> School of Education and Continuing Studies
> University of Portsmouth
> 141 High Street
> Old Portsmouth
> Portsmouth
> PO1 2HY
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