MacLellan, Fiona

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NECTAR

   This work has been submitted to NECTAR, the     Northampton Electronic Collection of Theses and Research.    http://nectar.northampton.ac.uk/4336/    Creator(s): MacLellan, F.  Title: PRACTICE: Parenthetical Referencing Affecting Comprehension: Timely Investigation Changing Educational Practice  Date: 2012  Originally presented to: Research Active: Library and Learning Services Conference 2012   Conference URL: http://llsconference2012.wordpress.com/  Example citation: MacLellan, F. (2012) PRACTICE: Parenthetical Referencing Affecting Comprehension: Timely Investigation Changing Educational Practice. Poster presented to: Research Active: Library and Learning Services Conference 2012, Sunley Management Centre, University of Northampton, 19 June 2012.  Version of item: Presented version  Research stages: Literature review Interviews with academic staff Data analysis Questionnaire for students Follow-up interviews A work in progress investigating whether use of parenthetical referencing (i.e. Harvard) affects reading comprehension and fluency. Idea initiated from PGCTHE inquiry based project1. Fiona MacLellan, 01604 893012 Fiona.MacLellan@northampton.ac.uk, twitter: @fionaunis References 1MacLellan, F. (2010) Inquiry based project report.[unpublished] Northampton: University of Northampton. 2 MacLellan, F. (2012) Referencing and reading comprehension – work in progress.  Lecture presented to: Librarians’ Information Literacy Annual Conference (LILAC 2012), Glasgow Caledonian University, Scotland, 11-13 April 2012.   Important developments: 2010 – Initial idea mooted December 2011 – Literature review undertaken April 2012 – Initial ideas presented at LILAC conference2  Future indicative timeline: Summer 2012 – Project proposal to University Ethics Committee Autumn 2012 – Data analysis (allocation of marks for referencing using a parenthetical and non-parenthetical system) Winter 2012 – Prepare interview questions and student questionnaire Spring 2013 – Questionnaire for students & interviews with academic staff Late spring 2013 – Follow up testing and interviews Summer 2013 onwards – dissemination of results and conclusions drawn  Hypothesis: By using a parenthetical referencing system as the standard university students with reading difficulties are being disadvantaged.  By their nature parenthetical references break up the flow of text making reading comprehension tricky this research will investigate whether introducing an alternative “university standard” non-parenthetical system will redress the balance for students with reading difficulties.   

Inquiry based project report.[unpublished] Northampton:

Referencing and reading comprehension – work in progress. Lecture presented to: Librarians’ Information Literacy Annual Conference (LILAC 2012), Glasgow Caledonian University,

PRACTICE: Parenthetical Referencing Affecting Comprehension: Timely Investigation Changing Educational Practice

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