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I would say this is a difficult one, as it might depend on the context as well as the discipline and level. For example, if one of my students was talking about "the internet", more or less in passing in a report where the focus was on another topic, then I would probably be happy for that to go without a supporting reference. However, if "the internet" was a key concept in an assignment I would encourage students to define this key term, with reference to the literature, at the start. I would say I'm also encouraging students to cite more, as part of the plagiarism avoidance strategy. Actually it's the same when I'm writing: if it's an opinion piece (e.g. for something like Information World Review) I know I can mention facts or make generalisations without having to back up each one with a reference: if I'm writing for a peer-reviewed journal I know I need to back up with references whenever I can. Perhaps simply being aware of this as an issue, learning what is appropriate in different contexts, and knowing when to ask the lecturer about it, is part of a student's information literacy? Sheila --------------------- Sheila Webber, Senior Lecturer, Department of Information Studies, University of Sheffield, Regent Court, 211 Portobello Street , Sheffield S1 4DP, UK. Email [log in to unmask] Tel. (0044) 0114 222 2641 Information Literacy blog - temporary home at - http://information-literacy.blogspot.com/