Four activities to promote student engagement with referencing skills

Teaching academic writing skills in a way that engages students in deep learning is difficult and there is a risk of encouraging surface learning approaches. Moreover, linking the experience of the research process to understanding the provenance of research studies is difficult for students as they tend to experience research, referencing, citing, and related areas in disparate and unconnected ways. We report our initial experiences of designing a series of four mutually supportive tutorial activities that are based on the principles of scaffolding, social interaction, and experiential learning. The aim was to help students identify suitable research material that could be used as evidence in assignments and to promote their understanding of how evidence can be used effectively, through referencing, when writing reports and essays

Four activities to promote student engagement with referencing skills

Teaching academic writing skills in a way that engages students in deep learning is difficult and there is a risk of encouraging surface learning approaches. Moreover, linking the experience of the research process to understanding the provenance of research studies is difficult for students as they tend to experience research, referencing, citing, and related areas in disparate and unconnected ways. We report our initial experiences of designing a series of four mutually supportive tutorial activities that are based on the principles of scaffolding, social interaction, and experiential learning. The aim was to help students identify suitable research material that could be used as evidence in assignments and to promote their understanding of how evidence can be used effectively, through referencing, when writing reports and essays

EndNote training for academic staff and students: the experience of the Manchester Metropolitan University Library

This article describes how the Manchester Metropolitan University Library delivers EndNote training to its academic staff and students through hands-on workshops and online tutorials. As the demand is user-led and the response extremely positive, the Library considers the provision of EndNote training as analogous to a 'Trojan horse' that allows the Library welcomed and unchallenged into the camp of the user. The Library has used the opportunity strategically and, consequently, has benefited in a number of ways, including improved communication with academic staff and increased awareness of library resources on the part of users. A short literature review is provided

Web tutorials: indicators and best practice examples

University libraries make web tutorials on a variety of topics. Often they are efforts to improve user’s information literacy and to show them technological improvements on interactive interfaces. A methodology with a total of 34 indicators to be taken into account in the development, evaluation and improvement of library tutorials created in any area and specialty is presented, together with examples of best practices that illustrate the indicators and that can be a guideline for library services wishing to make their own tutorials

CHALLENGES IN WRITING ACADEMIC PAPERS FOR INTERNATIONAL PUBLICATION AMONG INDONESIAN GRADUATES STUDENTS

The aims of this study are to investigate the problems and challenges of university students in writing English scholarly article for an international journal and to elaborate their perceptions toward the importance of writing for the publication. Furthermore, it also explores the certain needs to support their skills in the process of writing the article.The investigation involves 20 students from one of the universities in Indonesia. It uses a questionnaire consisted of 24 items to understand the students‟ problems and perceptions of the issues in relation to writing for the academic publication in English. The findings of this study indicate that claiming knowledge was the most difficult aspect in writing the article. On the other hand, students agree that writing for international publication is considered as a crucial action in academic field, and henceforth, they needs to have university‟s support to prepare students‟ writing. Finally, some suggestions related to students‟ problem in writing for international publicationare are offered

The competency level of research students in writing research paper: Basis for recalibrating the research curriculum in the junior high school level

Writing a research paper is one of the major activities in educational institutions. In order to promote quality, the research writing process should be considered. This study aims to explore the specific research part where the students have difficulty writing the research paper. Identifying the weakest point can lead to the success of the research writing process. This study made an assessment of the competency level of the research students in writing their research paper. It utilized the quantitative descriptive method and followed the purposive sampling technique, wherein the lead researchers and writers were chosen as respondents in the study. Data revealed that females dominated the number of research leaders, and showed that the experimental research design was preferred by the research students. Moreso, it was revealed that students had difficulty in citing related literature and studies; writing the research questions in the Statement of the Problem; interpreting data; and formulating the research title. The recalibration of the research curriculum and integration of research parts with other subjects are recommended

Tackling student referencing errors through an online tutorial

Purpose – To evaluate the impact of an interactive online tutorial aiming to improve student citing and referencing practice. Design/methodology/approach – Action research involving three cycles of activity: identification of the most frequently occurring errors made by new undergraduates and postgraduates following instruction in citing and reference practice given in the autumn of 2002; creation of the tutorial for use by the same students in spring 2003, with the quizzes contributing to a portfolio assessment for the undergraduates. Comparison of the students’ performance before and after using the tutorial, monitoring through WebCT tracking facilities and usability tests with dyslexic students; adoption of the tutorial as the standard departmental practice, repeating the monitoring activities to compare the results with the previous year. Findings – The results of the first cycle of activity showed a high number of errors, despite the instruction received by students, and the need to start the tutorial at an unanticipated basic level. The students responded positively to the tutorial and some improvements in practice were identified, although the tracking facilities revealed limited use by some undergraduates. Comparison of the errors made in 2003-2004 with those of 2002-2003 showed improvements all round. Research limitations/implications – Some of the improvements may be accounted for by the change of practice part way through the previous academic year and other interventions. Originality/value – The methods used will inform others wishing to carry out and evaluate online learning initiatives. It shows a qualified success in the use of online learning for this purpose

A pedagogical framework for enhancing skills of references and citations

References and citations form a basis for scientific research and creation/discovery of knowledge. However literature reviews had indicated that many errors are present in scholarly papers published in journals and conferences as well as in books and articles. Furthermore, course works of students studying in higher education institutions contain mistakes in references lists and in-text citations. Problems that stem from these inaccuracies are multifarious and range from the act of plagiarism, not acknowledging the source, problems in information access and retrieval as well as causing inaccuracies in ranking articles and journals, thus hindering the growth of knowledge. Based on the importance of this global issue this research was initiated. The first objective of our research was to determine root causes for the presence of mistakes and inadequacies in references and citations within the academic arena. We chose the academic arena because they are the training grounds for education and scientific research. Furthermore, through this research we sought a unique practical solution for this issue. In order to conduct a thorough and comprehensive investigation into the above mentioned problems, and to achieve the aim of proposing a suitable solution, we divided our research work into three main phases. First phase was the investigative phase. During this phase a thorough literature review was conducted. As a result of this review, research questions were formed. Both quantitative and qualitative methods were adopted to investigate the causes of erroneous references and citations. Triangulation research methodology was used to get reliable and comprehensive information. Data received through these methods were analyzed and core issues such as inadequate feedback and training in referencing task were highlighted. In the second phase, termed as solution phase, a pedagogical framework was proposed to resolve issues that were reported during the investigative phase. A conceptual framework was built on the principles of Learning theories and spaced repetition theory. To evaluate this framework experiments were conducted. This was done in the third and final phase of the research which was termed as evaluation phase. Two types of experiments were conducted, first type was in a traditional classroom environment and the second type of experiment was with students who chose to work independently (without tutors). Data were collected and analyzed from these experiments using both quantitative methods and qualitative methods and were analyzed. This research provides insight into causes of errors within referencing tasks of students in higher education. It Indicates that reform in the pedagogy for teaching this skill is needed. Furthermore a unique pedagogy is presented. Results from experiments have indicated that through the proposed operational model improvements of referencing skills have been seen

An investigation into the academic writing: Difficulties of Saudi Postgraduate Students

This interpretive study aims to investigate the difficulties in English academic writing as perceived by Saudi postgraduate students and their English supervisors in an English-speaking country. In accordance with the exploratory nature of the methodological approach adopted in this study, the research design of the current study employs a sequential mixed-methods design. The quantitative phase is represented by the questionnaire whereas semi-structured interviews and document analysis constitute the qualitative phase. From the sample, 275 students were asked to fill in the prepared questionnaire whilst 15 students, of both genders, and 9 supervisors were asked to participate in an interview. Ten samples of students’ written feedback from their supervisors were provided. Data were analysed quantitatively using SPSS descriptive statistics and qualitatively using MAXQDA software. The findings of the current study revealed that Saudi postgraduate students face the following difficulties in their English academic writing: not having sufficient academic vocabulary, avoiding plagiarism, using cohesive devices properly, constructing logical arguments, making coherent links between ideas, and demonstrating critical thinking in their academic writing. Furthermore, the current study highlighted that the difficulties could be attributed to a number of factors, including those related to learners, context, and instruction. Several strategies were proposed that could assist Saudi students in improving their academic writing. Additionally, the lack of academic preparation in the KSA had a negative influence on the proficiency of Saudi postgraduate students in their English academic writing, resulting in disparities between the expectations placed on students in their postgraduate studies in the UK and the actual results achieved by Saudi students. The findings also revealed that EAP courses in the UK often aided students in learning writing techniques; however, these courses have certain limitations. According to the findings of the current study, a theoretical model is suggested to help Saudi postgraduate students in their English academic writing. Based on the study findings, implications are drawn for policy makers and for practice in the education system in Saudi Arabia. Finally, suggestions for further research are provided