Dear Sandra et al.,
Yes, all the extra reading material is certainly the other side of the
coin to writing and referencing (and places today's students under more
pressure).
Thanks for all your weblinks - there is so much good material out there,
it is a wonder that we are not all made redundant!
I will save your email for future reference.
Have a good weekend.
Take Care
ALEC
Alec Gill - Study Advice Service
The University of Hull
01482.466344
-----Original Message-----
From: learning development in higher education network
[mailto:[log in to unmask]] On Behalf Of Sandra Sinfield
Sent: 25 June 2009 10:06
To: [log in to unmask]
Subject: Re: Abundance of Academic Referencing Style
Of course one thing that we have not mentioned yet, is the question of
academic reading - and the sheer amount of reading that students are now
required to undertake.
I feel that the shift to course work rather than exams has contributed
to
a de facto paradigm shift with respect to the 'what, why and how much'
reading that we require of our students.
I know that when I took my first degree (mid-70s-1980), in the first
year
we were set a few short pieces of writing (750 words) - for which we
were
required to think first - rather than to submerge ourselves in the
thoughts of others...
Gradually reading was required - but no where near the amount that is
required of even first year, first semester students these days.
I know of published articles at that time that only had five or so
references in them - whilst now we expect the most uninitiated student
to
have eight to 15 citations in each piece of course work - even when they
may be submitting upwards of eight pieces of course work per semester.
Unfortunately I could not attend the 8th June Referencing Symposium -
but
I would hope that one thing that emerged was a plea for less rigid
policing of first year student work. Perhaps some recognition that early
writing can be clunky and imperfect, and that this would contribute to
the
development of an active student voice and a recognition that writing is
a
learning PROCESS - and not just a measurable product. Perhaps we could
set
writing tasks that require students to grapple with ideas, concepts and
arguments - at first - rather than requiring massive reading and the
undigested regurgitation of the thoughts of others.
And perhaps we could see that this is the very opposite of dumbing down
-
it is in fact promoting the development of articulate, analytical and
argumentative graduates.
If interested, please see our On-line Literature Review on academic
reading:
On-line Literature Review on STUDENT READING:
http://litreview.pbwiki.com/
And blog at:
http://onlinelitreview.blogspot.com/2008_01_01_archive.html
And - for those compiling sites/resources on reading and notemaking -
please do look at the resources on www.learnhigher.ac.uk (and go to
reading, notemaking, referencing) ... and for a quick hit - here are the
sites that I have found most recently:
Notemaking
Mini-notemaking lecture:
http://www.youtube.com/watch?v=M1IHsPt_Nmg
Mini Buzan lecture on Mindmapping:
http://www.youtube.com/watch?v=MlabrWv25qQ&feature=related
Our notemaking pages - use 'the NoteMaker':
http://www.learnhigher.ac.uk/learningareas/notemaking/home.htm
NoteMaker - with additional topics imported:
http://learning.londonmet.ac.uk/TLTC/learnhigher/notemaker/noteMakerWith
Vid/noteTaker_2.html
Cornell generator - Generates templates to print off and make notes
upon:
http://eleven21.com/notetaker/
Visual Literacy site 'periodic table' of pattern notemaking strategies
to
support notemaking teaching
http://www.visual-literacy.org/periodic_table/periodic_table.html#
Buzans' site - with 7-step guide:
http://www.buzanworld.com/Mind_Maps.htm
Concept map tools website:
http://cmap.ihmc.us/
Really useful resources - see their WORKBOOKS - Notemaking especially
http://www.brad.ac.uk/acad/management/external/els/pdf/effectivenotemaki
ng.pdf
Notemaking booklet from Exeter University
http://www.education.ex.ac.uk/dll/studyskills/note_taking_skills.htm
On using images in your learning:
http://rathergraphic.blogspot.com/
Quick guide to keeping references
http://www.nottingham.ac.uk/nursing/sonet/rlos/studyskills/harvard/index
.html
What to do in lectures:
http://www.youtube.com/watch?v=Tiv9GG_SzlI
Reading - also evaluating information
Our pages on student reading:
http://www.learnhigher.ac.uk/learningareas/reading/home.htm
Critical reading towards critical writing
http://www.utoronto.ca/writing/critrdg.html
On-line Literature Review on STUDENT READING:
http://litreview.pbwiki.com/
And blog at:
http://onlinelitreview.blogspot.com/2008_01_01_archive.html
Active reading - from Evolving essay:
http://anessayevolves.blogspot.com/2007/02/active-reading.html
How to read a research article:
http://cla.calpoly.edu/~jrubba/495/howtoread.html
Reading a psychology paper:
http://portal.psy.gla.ac.uk/index.php?option=com_content&task=view&id=13
&Itemid=41&limit=1&limitstart=1
How to read an academic article
http://www.lenmholmes.org.uk/students/oe209/how2read_a.htm
Internet Detective - finding & evaluating information
http://www.vts.intute.ac.uk/detective/
For Summarising information:
http://learning.londonmet.ac.uk/busdev/hq1001nc/ecdl/summarizing.htm
Referencing
http://slb-ltsu.hull.ac.uk/awe/index.php?title=Harvard_system_of_referen
cing
&
http://www.cite.auckland.ac.nz/
for Students:
http://www.staffs.ac.uk/uniservices/infoservices/library/find/references
/
Readability (NIACE research...):
http://www.niace.org.uk/development-research/readability
Avoiding plagiarism:
Staff website:
http://learning.londonmet.ac.uk/TLTC/connorj/plagiarism/Staff/
(Avoiding) plagiarism tutorial
http://learning.londonmet.ac.uk/TLTC/learnhigher/Plagiarism/
A resource introducing the concept of integrating evidence into own
writing:
http://unilearning.uow.edu.au/main.html
Especially useful is the section "Expressing your voice in academic
writing":
http://unilearning.uow.edu.au/academic/4bi.html
Useful papers on plagiarism - especially in visual media
http://www.jiscpas.ac.uk/casestudies.php
With best wishes,
Sandra Sinfield
London Met
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