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dc.contributor.authorCostigan, Anne T.*
dc.contributor.authorGeorge, Sarah*
dc.date.accessioned2013-03-01T18:05:04Z
dc.date.available2013-03-01T18:05:04Z
dc.date.issued2012
dc.identifier.citationCostigan, A. T. and George, S. (2012). Plagiarism Avoidance for New Students: Smoothing the transition into Higher Education. ALISS Quarterly. Vol. 8, No. 1, pp. 8-11.en_US
dc.identifier.urihttp://hdl.handle.net/10454/5504
dc.descriptionyesen_US
dc.description.abstractPlagiarism and referencing are areas in which the transition into Higher Education can be a particularly severe leap. University expectations regarding referencing are often wildly different from those previously encountered, not just for international students but for UK school leavers and mature students (Hardy and Clughen 2012). These expectations are often implicit rather than clearly expressed, hidden in little-read departmental handbooks or pre-enrolment information at a time when the student is more concerned with immediate issues of where they will live and whether they will make any friends. Lillis (2001 p14) calls referencing ¿an ideologically inscribed institutional practice of mystery¿. This paper reports on an initiative from the University of Bradford library which attempts to smooth the transition into HE by introducing students to ideas of referencing and plagiarism in a timely and non-threatening manner.en_US
dc.language.isoenen_US
dc.relation.isreferencedbyhttp://alissnet.org.uk/aliss-quarterly/aliss-quarterly-past-issues/en_US
dc.rights© 2012 ALISS. Reproduced in accordance with the publisher's self-archiving policy.en_US
dc.subjectPlagiarismen_US
dc.subjectStudent engagementen_US
dc.subjectStudent inductionen_US
dc.subjectReferencingen
dc.subjectHigher educationen
dc.titlePlagiarism Avoidance for New Students: Smoothing the transition into Higher Education.en_US
dc.status.refereedNoen_US
dc.typeArticleen_US
dc.type.versionAccepted Manuscripten_US
refterms.dateFOA2018-07-19T11:46:39Z


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