Referencing: student choice or student voice?

George, Sarah; Rowland, Jennifer

dc.contributor.author	George, Sarah
dc.contributor.author	Rowland, Jennifer
dc.date.accessioned	2017-07-21T15:01:55Z
dc.date.available	2017-07-21T15:01:55Z
dc.date.issued	21/07/2017
dc.identifier.citation	George S and Rowland J (2017) Referencing: student choice or student voice? Educational Developments. 18(2): 24-29.
dc.identifier.uri	http://hdl.handle.net/10454/12641
dc.description	Yes
dc.description.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.
dc.language.iso	en
dc.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/).
dc.subject	Referencing
dc.subject	Higher Education
dc.subject	Student perceptions
dc.subject	Referencing styles
dc.title	Referencing: student choice or student voice?
dc.status.refereed	No
dc.type	Article
dc.type.version	Published version
refterms.dateFOA	2018-07-27T01:31:16Z
dc.relation.url	https://www.seda.ac.uk/seda-publishing/educational-developments/past-issues-2000-onwards/educational-developments-issue-18-2-2017/