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    Referencing: student choice or student voice?

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    Publication date
    2017-07-21
    Author
    George, Sarah
    Rowland, Jennifer
    Keyword
    Referencing
    Higher Education
    Student perceptions
    Referencing styles
    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/).
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    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.
    URI
    http://hdl.handle.net/10454/12641
    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
    https://www.seda.ac.uk/seda-publishing/educational-developments/past-issues-2000-onwards/educational-developments-issue-18-2-2017/
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    Article
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    Information Services Publications
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