Nothing like a bit of enlightenment about academic referencing
conventions to set the list alight, I thought (;-)) - so I'm forwarding
Jan's erudite mail below from the ISL list, to set in the context of our
own previous conversations .... about, for e.g. whether there are
correct ways or 'rules' of referencing we can teach our students, versus
a learning-and-following (or deliberately flouting!) the 'conventions'
of your academic community/discipline approach!
John
Jan Parker [[log in to unmask]] wrote:
FW: Impact of higher education research
Malcolm Tight has presented mutual citation clusters and citation
avoiders
to divide us into tribes..... Academic Literacies research meanwhile has
highlighted how different disciplines use citation differently - from
the
Humanities kind of nodding reference to the giants who went before us on
whose shoulders we wish to stand/ to straw men who we conveniently wish
to
argue against, to some 'hard' science who wish to scrupulously document
where their 'brick in the wall' fits in the evidence- and research-base
of
the discipline.
I come from Classics, which has only one model of citation -
tactful,
veiled, oh so deadly 'killing the father' - the subtle acknowledging of
debt
while slipping the rapier in with a smile. I hasten to say, that is why
I
came as a gypsy to Education, a domain of people from all kinds of
intellectual background that seems both more proper and more valid in
using
citation to outline the sort of paradigms/patterns of thought we are
trying
to work with not for their own sake but with a higher end in view -
improving student learning.
John Hilsdon
Co-ordinator, Learning Development
University of Plymouth
Drake Circus
Plymouth
PL4 8AA
01752 232276
[log in to unmask]
http://www.plymouth.ac.uk/learn
-----Original Message-----
From: Improving Student Learning [mailto:[log in to unmask]] On Behalf
Of Jan Parker
Sent: 27 September 2006 04:58
To: [log in to unmask]
Subject: Re: Impact of higher education research
Malcolm Tight has presented mutual citation clusters and citation
avoiders
to divide us into tribes..... Academic Literacies research meanwhile has
highlighted how different disciplines use citation differently - from
the
Humanities kind of nodding reference to the giants who went before us on
whose shoulders we wish to stand/ to straw men who we conveniently wish
to
argue against, to some 'hard' science who wish to scrupulously document
where their 'brick in the wall' fits in the evidence- and research-base
of
the discipline.
I come from Classics, which has only one model of citation -
tactful,
veiled, oh so deadly 'killing the father' - the subtle acknowledging of
debt
while slipping the rapier in with a smile. I hasten to say, that is why
I
came as a gypsy to Education, a domain of people from all kinds of
intellectual background that seems both more proper and more valid in
using
citation to outline the sort of paradigms/patterns of thought we are
trying
to work with not for their own sake but with a higher end in view -
improving student learning.
Jan
Dr Jan Parker,
Chair, Humanities Higher Education Research Group,
Senior Research Fellow, Institute of Educational Technology, UKOU;
Editor-in-Chief, Arts and Humanities in Higher Education:an
international
journal of theory, research and practice;
Executive Editor, Teaching in Higher Education.
----- Original Message -----
From: "Ray Land" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Wednesday, September 27, 2006 2:10 AM
Subject: Re: Impact of higher education research
>Aye, but we cite when we seek to endorse with our readership what we
have
>written - not >necessarily just to acknowledge those who have
influenced
>us.
Given that Bourdieu referred to this game as 'citology', perhaps the
phenomenon John describes here might best be characterised as
'para-citology'? ;-)
Ray
************************************************************************
*****
Professor Ray Land
Director, Centre for Academic Practice and Learning Enhancement
University of Strathclyde
Graham Hills Building
50 George Street
Glasgow G1 1QE
t: 0141 548 2636
f: 0141 553 2053
e: [log in to unmask]
w: http://personal.strath.ac.uk/ray.land
ICE3 Symposium: 'Digital difference'. Loch Lomond, Scotland 21-23 March
2007
http://www.education.ed.ac.uk/ice3 <http://www.education.ed.ac.uk/ice3>
________________________________
From: Improving Student Learning on behalf of Cowan, John
Sent: Mon 25/09/2006 10:43
To: [log in to unmask]
Subject: Re: Impact of higher education research
Aye, but we cite when we seek to endorse with our readership what we
have
written - not necessarily just to acknowledge those who have influenced
us.
John
________________________________
From: Improving Student Learning on behalf of Peter Kandlbinder
Sent: Mon 25/09/2006 10:15
To: [log in to unmask]
Subject: Re: Impact of higher education research
For those interested the list looks very different if one uses Google
Scholar. The top 5 for the search "higher education teaching and
learning" ranked by citations are:
P Ramsden
D Laurillard
EL Boyer
JB Biggs
LM Harasim, SR Hiltz, L Teles, M Turoff
regards
Peter
---
Institute for Interactive Media and Learning
University of Technology, Sydney
PO Box 123
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Ph 02 9514 2314
Fax 02 9514 1666
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