Loading...
Referencing: student choice or student voice?
George, Sarah Rowland, Jennifer
George, Sarah
Rowland, Jennifer
Publication Date
21/07/2017
End of Embargo
Supervisor
Rights
© 2017 The Authors and University of Bradford. Reproduced by permission from the copyright holder.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-Reviewed
No
Open Access status
Accepted for publication
Institution
Department
Awarded
Embargo end date
Collections
Additional title
Abstract
Lillis (2001: 53) calls referencing an ‘institutional practice of mystery’, a frequent cause of student anxiety and complaint. It is an area in which a vast perceptional gulf exists between academics and students, one in which academic support staff can see both sides. Students, not wanting to look ‘stupid’ in front of academic staff, will often express their concerns only to librarians and other support staff, so academics do not see the full range of anxieties. This paper reflects on this problem and reports on a successful project to alleviate student fears by decreasing the number of official referencing styles at the University of Bradford.
Version
Published version
Citation
George S and Rowland J (2017) Referencing: student choice or student voice? Educational Developments. 18(2): 24-29.
Link to publisher’s version
Link to Version of Record
Type
Article