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dc.contributor.authorGeorge, Sarah*
dc.contributor.authorRowland, Jennifer*
dc.date.accessioned2017-07-21T15:01:55Z
dc.date.available2017-07-21T15:01:55Z
dc.date.issued2017-07-21
dc.identifier.citationGeorge S and Rowland J (2017) Referencing: student choice or student voice? Educational Developments.18.2: 24-29.en_US
dc.identifier.urihttp://hdl.handle.net/10454/12641
dc.descriptionyesen_US
dc.description.abstractLillis (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.en_US
dc.language.isoenen_US
dc.relation.isreferencedbyhttps://www.seda.ac.uk/past-issues/18.2en_US
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/).en_US
dc.subjectReferencingen_US
dc.subjectHigher Educationen_US
dc.subjectStudent perceptionsen_US
dc.subjectReferencing stylesen_US
dc.titleReferencing: student choice or student voice?en_US
dc.status.refereedNoen_US
dc.typeArticleen_US
dc.type.versionPublished versionen_US
refterms.dateFOA2018-07-27T01:31:16Z


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