Fascinating stuff, Colin
I want to return to a point I was trying to make earlier, though I
probably did not express myself very clearly. As Colin points out, the
development of referencing techniques and styles is based on convention,
not force of nature - or even, necessarily, logic, reason and common
sense. The more of the latter we can have in whatever systems are used,
the better in my view. It is not standardisation I am promoting but
consistency and clarity within whichever social arena (disciplinary and
institutional, etc) students must learn to operate.
In our work, my colleagues and I see a great many students in many
subject areas who are baffled and dismayed by lack of clear guidelines,
and by the seemingly incomprehensible 'rules' of referencing. In some
cases they are also distressed by the assessment implications of their
experiences in this area.
As a learning developer, part of my brief is as advocate for students,
who are attempting to negotiate their way successfully through their HE
experience and, I hope, have optimal benefit from it. In this brief it
is not only important to facilitate students' learning of the existing
and applicable conventions; it is also valid and important (for me, at
least) to struggle against unreason and obfuscation! This may mean, for
example, to argue for some degree of standardisation where 'variety'
(and in some cases, I suggest, ignorance or confusion on the part of
academics) has led to inconsistency and unnecessary complication (like a
garden overgrown by weeds, if you'll forgive a metaphor!).
I agree with Len and others who point to the reasons for and value of
developing agreed and useful 'warranted' disciplinary practice(s), in
the realm of referencing as in other aspects of academic life - but I
reserve the right - nay assert my duty (whew - got grabbed by the
rhetorical stream there, folks) to engage in such struggles!
Top of the morning to you, everyone - and thanks to all contributors so
far!
John
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: learning development in higher education network
[mailto:[log in to unmask]] On Behalf Of C Neville
Sent: 30 January 2006 08:26
To: [log in to unmask]
Subject: Re: Academic Referencing Conventions
Hi Peter
The origins of the Harvard Style or system of referencing
were summarised by Eli Chernin in a British Medical Journal
article in 1988 (BMJ 1988.'The Harvard System: a mystery
dispelled'. vol 297, 22/10/88, PP 1062-63). Chernin traces
the system back to the eminent zoologist, Edward Laurens
Mark, director of Harvard University zoological laboratory
until 1921. In 1881 Mark published a paper using an
author-date style that would evolve gradually into the
Harvard Style of referencing that we know today. Up until
then, references appeared in a range of inconsistent
footnote styles referred to from the text by asterisks,
daggers and other printers symbols.
Chernin notes, however,(p.1063) that Mark's system,
"although original in its application to scientific papers,
may have been adapted from the cataloguing system used then
(and now) in the library of Harvard's Museum of Comparative
Zoology" (founded in 1861 by Louis Agassiz).
So, this is a bit like trying to trace the real source of
the Nile, but there is some evidence that the Harvard
System does originate from Harvard!
This and other serendipity pieces of semi-useless
information on referencing will find a home later this year
on the LearnHigher website on referencing that I am
developing.
regards all
Colin Neville
Bradford
On Sun, 29 Jan 2006 14:16:54 +0000 Margo Blythman
<[log in to unmask]> wrote:
> Peter
>
> I found out, I think through an Internet search, that Harvard is
actually named after an Englishman called John Harvard. As far as I can
establish it has no particular recognition outside the UK. My view is
that a lot of its hegemonic power in UK HE comes from the false
assumption that it comes from Harvard University and is therefore an
elite, posh system! Certainly there is an element of that in my
university.
>
> Margo
>
> -----Original Message-----
> From: Peter Wilson <[log in to unmask]>
> To: [log in to unmask]
> Date: Sun, 29 Jan 2006 13:22:48 +0000
> Subject: Re: Academic Referencing Conventions
>
> An innocent writes...(at least a virgin on the group).
>
> You have already heard from my colleague Chris Pinder of the practice
here in
> Hull. It's the same hotch-potch as most institutions, I guess. But
I'd argue
> that each subject area has its own conventions, in referencing as in
so many
> other ways, and that the function of those of us who seek to promote
and
> support learners is to bear this cross and deliver the system that the
> department wants the client to use.
>
> A cautionary tale: here at Hull, the University's Teaching and
Learning
> Committee was asked by a colleague to look at referencing. Apparently
there
> was no trouble with the first question: all agreed unanimously that
the
> University should standardise on one system. The second question
produced one
> answer, alas with many meanings. "Which should we use?" "Our
department's."
> Nothing further was done. I don't think anything further could have
been
> done.
>
> As someone said, the whole business of referencing in academia is good
training
> for life: in academic life for those who want to go on to post-grad
work (not
> to forget those who simply want to avoid allegations of plagiarism),
and in
> non-academic working life because our graduates must be able to cope
with
> disciplines and systems of greater or lesser rigour. So if a 'client'
comes to
> me seeking aid with referencing, the first thing I need to determine
is the
> student's home department. Then I must seek to explain that with
clarity, and
> the thinking behind it, and try to develop and or or reinforce the
client's
> practised/skilful/whatever use of it.
>
> (I teach that there are 4 principles that matter:
> 1. Be honest [+ the meaning of that in academic terms];
> 2. Make it possible for your reader to find and check the
facts/quotatiions
> that you use [+ a concept of judgement in knowing what should be, and
what need
> not be, referenced to a source];
> 3. Use whatever system your Department wants [+ at times mild
cynicism];
> 4. Be consistent.
>
> I think there is something to be said for the view that if you do all
these 4,
> you cannot be guilty of plagiarism; and you are at least approaching
academic
> propriety.)
>
> Another oddity that sometimes annoys me, more often amuses - and on
which
> members of the LDHEN list may be able to enlighten me: I met a Head of
> Derpartment ['Chair'] from Harvard University who had never heard of
"the
> Harvard system". When I had finished describing it to him, he said
"That
> sounds like what we call 'the Social Sciences system'." His own
department
> uses footnotes. (A quick search of OED and the on-line Oxford
reference
> collection casts no light on the origin of the name 'Harvard system'.)
>
> As has frequently been said, "this one will run and run.
>
> Peter Wilson
>
>
> Dr Margo Blythman
> LCC Director of Teaching and Learning
> London College of Communication
> University of the Arts London
---------------------------------
C Neville
[log in to unmask]
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