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

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    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

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    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

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    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

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    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'

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    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

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    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
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