When part of LearnHigher we built these for students and staff -
incorporating the Leicester 'Don't Cheat Yourself' resources and some
referencing RLOs:
http://learning.londonmet.ac.uk/TLTC/learnhigher/Plagiarism/
http://learning.londonmet.ac.uk/TLTC/connorj/plagiarism/Staff/
All accessible from our writing space:
http://learning.londonmet.ac.uk/TLTC/connorj/WritingGroups/
The student version does have an exit test designed by Colin Neville,
Bradford, who also produced the Referencing Resources and some
excellent research upon referencing.
When I was a student back in the seventies - first we were encouraged
to think and discuss and argue - and we were not even taught how to
reference till our second year.
I assume this was so that we realised that academic writing was about
having something to say - and justifying it - with referencing
conventions seen as a 'threshold concept' - something that is
problematic for students - but a barrier they can cross if it is
approached in a positive way.
I wish that we still had the emphasis that way round - developing
student voice - and their sense that they *can* write... and allowing
clunky referencing as part of a development process...
Best,
Sandra
On 15 February 2013 15:26, Wilson, George <[log in to unmask]> wrote:
> Personally, I think this is just a wee touch too heavy.
>
> “Studying for a degree implies …………….. understanding and being able to use
> the conventions of academic research and communications: essentially,
> professional training”. Does it? Maybe it does, for you, but is that what
> it means for the students?
>
> It’s an interesting idea, maybe others would like to pop in a one-liner
> about what studying for a degree implies?
>
> GW
>
>
>
>
>
> From: learning development in higher education network
> [mailto:[log in to unmask]] On Behalf Of Kim Shahabudin
> Sent: 15 February 2013 14:23
> To: [log in to unmask]
> Subject: Re: Referencing 'tests' for new students
>
>
>
> Dear Andrew,
>
> Thanks for this interesting reply. I may, perhaps, not have made it clear
> that my main concern is not whether students can set out citations
> correctly. There's plenty of good clear guidance available on how to do that
> and, as you imply, most students use automated reference generation either
> via MS Word or other software now anyway. (I can't share your enthusiasm for
> Endnote - the free web version is quite limited, especially in the styles of
> referencing that it offers, and I'm not about to recommend that undergrads
> buy the full version.)
>
> What I'm more concerned about is the failure to understand when, why and how
> references are used to build authority, rigour and integrity into academic
> writing. This in turn overlooks the debt of current researchers to previous
> research, and leads to a failure to grasp the key notion that all university
> learning and research (whether by students or staff) is a creative process
> of co-building new knowledge.
>
> As a learning developer, and as an academic, I believe that learning how,
> why and when to use citations correctly is an integral part of university
> study. much more than just learning about your subject. It is about
> understanding and being able to use the conventions of academic research and
> communications: essentially, professional training.
>
> Best wishes,
>
> Kim
>
>
>
> ________________________________
>
> Dr Kim Shahabudin, FHEA, Study Adviser, Study Advice & Maths Support
>
> 1st floor The Library, Whiteknights, University of Reading, RG6 6AE
>
> ( 0118 378 4645 : www.reading.ac.uk/studyadvice twitter: @unirdg_study
>
> Please note that I now work part-time and am not usually on campus on
> Mondays and Tuesdays
>
> ________________________________
>
> From: learning development in higher education network
> [[log in to unmask]] on behalf of Andrew Dykes [[log in to unmask]]
> Sent: 15 February 2013 12:39
> To:
> Subject: Re: Referencing 'tests' for new students
>
> Hi Kim
>
>
>
> Just teach them all how to use the EndNote software app - we did this at
> Southampton and not only did it help with all the student difficulties that
> you mention, it appealed to everyone rather than just the tech-savvy
> especially when they could see how easy it is to integrate with MS Word.
>
> Why bother to teach a load of stuff about an academic process that is
> obviously still very important but which can be almost completely automated?
> These students are busy enough trying to learn about their subjects after
> all.
>
> Anyway, EndNote still requires basic knowledge of the referencing
> process(es) as when entering info into the database manually, referencing
> protocols still need to be observed of course.
>
> When I was teaching it at Southampton, in showing students the software I
> used the opportunity to teach them search strategies for getting the best
> out of e-Journals databases for example, which at the same time helped to
> ween them off finding everything from Google or worse!
>
>
>
> That any help?
>
>
>
> Andrew
>
> Andrew Dykes
>
> Personal: +44 (0)7764 19 63 01
>
> Business: +44 (0)7719 64 25 19
>
> [log in to unmask]
>
> Southampton UK
>
>
> On Feb 15, 2013, at 12:02 PM, Kim Shahabudin <[log in to unmask]>
> wrote:
>
> Dear all,
>
> I'm currently working on a project on teaching referencing and avoiding
> plagiarism. One of the big problems we keep seeing is a failure of students
> to engage with referencing guidance early on in their academic career, then
> developing bad habits which are difficult to break later on. A
> recommendation we are considering is to provide the incentive to engage
> early by having a compulsory 'test' or quiz, with guidance as to where the
> answers might be found.
>
> I've been told by various people that other institutions already do this -
> Bath and Nottingham were two institutions mentioned, and I know Huddersfield
> are also putting something similar in place. If your institution uses a
> strategy of this sort, I'd be really grateful for any information on what
> you do, how it works, and whether you think it's effective.
>
> I'm sure other people on the list would also be interested, but do contact
> me directly off-list if you're prefer.
>
> Happy Friday!
>
> Kim
>
>
>
> ________________________________
>
> Dr Kim Shahabudin, FHEA, Study Adviser, Study Advice & Maths Support
>
> 1st floor The Library, Whiteknights, University of Reading, RG6 6AE
>
> ( 0118 378 4645 : www.reading.ac.uk/studyadvice twitter: @unirdg_study
>
> Please note that I now work part-time and am not usually on campus on
> Mondays and Tuesdays
>
>
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--
Sandra Sinfield
University Teaching Fellow
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