15,181 research outputs found
Citation matters: two essays on the student journey of citation and how Google Scholar and the principle of least effort can affect academic writing
The paper consists of two short essays on citation matters. The aim is to get the academy thinking about citing and referencing from a student point of view. The first essay (on the student journey of citation) is an attempt of a framework for the academic writer, from the time they are an undergraduate student to an academic researcher. The worldview of citing and referencing is argued to develop in accordance to academic level. The second essay is on academic writing and the principle of least effort. With a few searches on Google Scholar, cyberplagiarism and the pilfering of citation context was demonstrated. With emphasis on patchwriting, the temptation of the academic writer to corner cut is not argued as being exclusive to students but more apparent by students. Technology is also argued to create a conflict for the academic writer showing a path where they can reduce effort
The structure of the Arts & Humanities Citation Index: A mapping on the basis of aggregated citations among 1,157 journals
Using the Arts & Humanities Citation Index (A&HCI) 2008, we apply mapping
techniques previously developed for mapping journal structures in the Science
and Social Science Citation Indices. Citation relations among the 110,718
records were aggregated at the level of 1,157 journals specific to the A&HCI,
and the journal structures are questioned on whether a cognitive structure can
be reconstructed and visualized. Both cosine-normalization (bottom up) and
factor analysis (top down) suggest a division into approximately twelve
subsets. The relations among these subsets are explored using various
visualization techniques. However, we were not able to retrieve this structure
using the ISI Subject Categories, including the 25 categories which are
specific to the A&HCI. We discuss options for validation such as against the
categories of the Humanities Indicators of the American Academy of Arts and
Sciences, the panel structure of the European Reference Index for the
Humanities (ERIH), and compare our results with the curriculum organization of
the Humanities Section of the College of Letters and Sciences of UCLA as an
example of institutional organization
The structural role of the core literature in history
The intellectual landscapes of the humanities are mostly uncharted territory.
Little is known on the ways published research of humanist scholars defines
areas of intellectual activity. An open question relates to the structural role
of core literature: highly cited sources, naturally playing a disproportionate
role in the definition of intellectual landscapes. We introduce four indicators
in order to map the structural role played by core sources into connecting
different areas of the intellectual landscape of citing publications (i.e.
communities in the bibliographic coupling network). All indicators factor out
the influence of degree distributions by internalizing a null configuration
model. By considering several datasets focused on history, we show that two
distinct structural actions are performed by the core literature: a global one,
by connecting otherwise separated communities in the landscape, or a local one,
by rising connectivity within communities. In our study, the global action is
mainly performed by small sets of scholarly monographs, reference works and
primary sources, while the rest of the core, and especially most journal
articles, acts mostly locally
Making visible the invisible through the analysis of acknowledgements in the humanities
Purpose: Science is subject to a normative structure that includes how the
contributions and interactions between scientists are rewarded. Authorship and
citations have been the key elements within the reward system of science,
whereas acknowledgements, despite being a well-established element in scholarly
communication, have not received the same attention. This paper aims to put
forward the bearing of acknowledgements in the humanities to bring to the
foreground contributions and interactions that, otherwise, would remain
invisible through traditional indicators of research performance.
Design/methodology/approach: The study provides a comprehensive framework to
understanding acknowledgements as part of the reward system with a special
focus on its value in the humanities as a reflection of intellectual
indebtedness. The distinctive features of research in the humanities are
outlined and the role of acknowledgements as a source of contributorship
information is reviewed to support these assumptions.
Findings: Peer interactive communication is the prevailing support thanked in
the acknowledgements of humanities, so the notion of acknowledgements as
super-citations can make special sense in this area. Since single-authored
papers still predominate as publishing pattern in this domain, the study of
acknowledgements might help to understand social interactions and intellectual
influences that lie behind a piece of research and are not visible through
authorship.
Originality/value: Previous works have proposed and explored the prevailing
acknowledgement types by domain. This paper focuses on the humanities to show
the role of acknowledgements within the reward system and highlight publication
patterns and inherent research features which make acknowledgements
particularly interesting in the area as reflection of the socio-cognitive
structure of research.Comment: 14 page
In response to 'Celebrate citation: flipping the pedagogy of plagiarism in Qatar'
In her article (http://uobrep.openrepository.com/uobrep/handle/10547/335947) Molly McHarg makes several points that I agree with, particularly that for the majority of students the plagiarism is not deliberate but is due to a lack of understanding of how to reference correctly
Documentation Style as Rhetorical Device: A Comparative Analysis of Two Bibliographic Systems
The documentation styles developed by the Modern Language Association and the American Psychological Association reflect divergent assumptions regarding the apprehension and communication of knowledge. Each system expresses its rhetorical character through the aims it articulates, the sources it values, and the formats it prescribes for in-text citations and bibliographic references. Like other scholarly writing conventions, documentation styles are not arbitrary, but both shape and are shaped by the discourse communities that they serve. Emerging scholars need to be acculturated purposively to the conventions of their respective communities, while authors should consciously select bibliographic systems that support their rhetorical aims
- âŠ