David
isn't this an issue relating to the practices that would be expected/
required of someone who claims to be 'highly education'. As the
students **aspire** to that claim, we as educators get them to
rehearse those practices. Taking the example of the practice of
producing academic texts (eg an academic paper), the students
need to show us that they can, using appropriate styles of written
communication, present an argument on a particular topic that
would be accepted as a reasoned case. We wouldn't expect them
to start from scratch, but to locate their argument within the
context of the relevant literature. We wouldn't expect them to come
up with startlingly original ideas, but to build their argument on the
published work of others.
Fortunately, students can observe what others (ie those whose
identity as 'knowledge producers' is relatively unchallengeable) do,
by looking at academic articles **not** as mere 'containers' of
informational content, but rather as instances of the relevant
practices. The literature provides tangible examples to emulate.
Avoidance of plagiarism is relatively minor element in this; but
plagiarism is a clear sign that the student has not engaged in the
appropriate practice and so cannot succeed in their claim on the
aspired-to identity.
Of course, for students to reach a point where they are fully-
rehearsed in such practices takes time. It involves, as Lave and
Wenger put it, a process of legitimate peripheral participation. So
as educators, we need to get better at being clear **to ourselves**
(the established community of practice) what we might reasonably
expect at different stages of the students' journey, and what forms
of rehearsal might be educationally beneficial at those different
stages.
regards
Len
On 20 Jan 2006, at 11:55, David Donnarumma wrote:
> Hi,
>
> At Brunel, guidelines on referencing and plagiarism are given in the
> course handbooks. This is further supported by a plagiarism and
> referencing seminar which is a ready made seminar for lecturers to use
> with their students. The problem lies, which seems common to all, in
> that different Schools, even modules, require different referencing
> conventions and students are sometimes at a loss as to what is
> correct. Our learning advice Service provides guidance to students,
> using their course handbooks as the reference. Yet, I feel an issue
> concerns international students and plagiarism - knowing what to
> reference? Should there be a reference at the end of every sentence?
> If the reference is placed at the end of a paragraph, does it refer to
> the whole paragraph or simply the last sentence?
>
> Best wishes,
>
> David
>
> David Donnarumma
> Effective Learning Adviser
> Learning Teaching and Development Unit, Lc019
> [log in to unmask]
> Direct Dial: 01895 266547
>
> -----Original Message-----
> From: learning development in higher education network
> [mailto:[log in to unmask]]On Behalf Of Vicky Schofield-Vollans
> Sent: 19 January 2006 10:07 To: [log in to unmask] Subject: Re:
> Academic Referencing Conventions
>
>
> At UCE, referencing conventions are printed in all the course
> handbooks which every student should receive. This is further
> reinforced by sessions given by members of the Learner Development
> Unit on request from faculties, but not all of them ask for this. I
> think we once had a working group to look at plagiarism and as a
> result of that, we have the information in the student handbooks.
>
> -----Original Message-----
> From: learning development in higher education network on behalf of
> John Hilsdon Sent: Wed 18/01/2006 10:49 To: [log in to unmask] Cc:
> Subject: Academic Referencing Conventions
>
>
>
> Dear All
>
>
>
> Happy new year!
>
>
>
> Here is a return to a theme we are all familiar with, I suspect! I am
> writing to ask about guidelines or recommendations concerning
> conventions for academic referencing, and the ways in which these are
> communicated to students.
>
>
>
> My sense is that in most HE institutions, this is a matter dealt with
> at course or programme level, and that the conventions preferred are
> determined by historical, discipline-specific factors. Certainly that
> is the case here in Plymouth, although to some extent – and it seems
> to vary – faculties and/or departments issue broad guidelines
> covering programmes within their ambit. The best practice from the
> point of view of students is where clear guidelines, with examples,
> are published and made known to all students on modules and courses
> run by a particular department, school or faculty. Our Faculty of
> Education is a case in point here – their published guidelines are
> in all the course handbooks, and available online. But even in this
> case I have come across instances where students have been given
> conflicting advice by staff.
>
>
>
> This remains a major area of concern for students, using our Learning
> Development service. I would like to find out about examples of good
> practice; cases of coherent approaches; initiatives to develop subject
> or course-based approaches; and good communication of guidelines and
> support to students.
>
>
>
> Are any of you aware of any cases where institutions rather than
> faculties/academic departments have produced guidelines or
> recommendations about conventions for academic referencing? Have any
> universities taken an institutional stance to adopt, say a Harvard
> type (author-date), or a numeric type model?
>
>
>
> Do any of you have any working groups or other initiatives underway to
> look at these issues – particularly from a student perspective? We
> have a working group making efforts to inch towards a coherent
> institutional approach … with limited successes so far! (I regard
> this as a long-term project, however …)
>
>
>
> I’d be grateful for any information – but please send any replies
> to the whole list as I think this is a matter of wide concern (unless
> you prefer to communicate just to me).
>
>
>
> All the best
>
>
>
> 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
>
>
>
>
>
Dr Leonard Holmes
Principal Lecturer in Human Resource Management
Luton Business School, Putteridge Bury Campus,
Hitchin Road, Luton LU2 8LE
tel. 01582 743111 ext 5014
email [log in to unmask]
websites: http://www.re-skill.org.uk
http://www.odysseygroup.org.uk
email: [log in to unmask]
websites: www.re-skill.org.uk
www.odysseygroup.org.uk
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