Academic Citation Practice: A Sinking Sheep?

Rekdal, Ole Bjørn

doi:10.1353/pla.2014.0025

Cited by 16 publications

(9 citation statements)

References 19 publications

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“… 3. For a collection of examples of the whisper game effect in academia, see Rekdal (in press-a , in press-b ). …”

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confidence: 99%

Academic urban legends

Rekdal

2014

Soc Stud Sci

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Many of the messages presented in respectable scientific publications are, in fact, based on various forms of rumors. Some of these rumors appear so frequently, and in such complex, colorful, and entertaining ways that we can think of them as academic urban legends. The explanation for this phenomenon is usually that authors have lazily, sloppily, or fraudulently employed sources, and peer reviewers and editors have not discovered these weaknesses in the manuscripts during evaluation. To illustrate this phenomenon, I draw upon a remarkable case in which a decimal point error appears to have misled millions into believing that spinach is a good nutritional source of iron. Through this example, I demonstrate how an academic urban legend can be conceived and born, and can continue to grow and reproduce within academia and beyond.

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“… 3. For a collection of examples of the whisper game effect in academia, see Rekdal (in press-a , in press-b ). …”

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confidence: 99%

Academic urban legends

Rekdal

2014

Soc Stud Sci

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“…He comments, "Leaving out the page number when it could have helped the reader track down the source text puts a roadblock in the path of the basic driving forces of scientific development: the production of cumulative knowledge and verification." 37 When studying the accuracy of quotations, it is only possible to address the information that is specifically referenced. We did find some suggestions of omitted references.…”

Section: Resultsmentioning

confidence: 99%

“…As Rekdal points out, with respect to preventing plagiarism, a "good start is to make sure that all students are aware that academic citations are extremely important as tools for communication and documentation of knowledge, and that they need to be complete and accurate, and employed with precision, to fulfill these functions." 1 How much can we trust citations to be free of errors and quoted material to accurately portray the words and meaning of the referenced sources? As librarians, do we assume that references are accurate, and if so, is that a fair and useful assumption?…”

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confidence: 99%

Giving Credit: How Well Do Librarians Cite and Quote Their Sources?

Genzinger¹,

Wills²

2017

RUSQ

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The practice of citing references is integral to scholarship. This paper focuses on three prominent journals for library science: College and Research Libraries, Library Resources and Technical Services, and Reference and User Services Quarterly. Errors in both citations and quotations were found in all three journals, although no statistically significant differences among journals were discovered. Citation errors of less than 10 percent were found for all three journals, while in total, 30.3 percent of quotations were judged to be questionable in some way. The paper includes recommendations for authors, editors and librarians. It also recommends further study of errors in quotations, which appear more troubling than those in citations.

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“…Referencing skills refer to knowing when, how and why quoting and paraphrasing an author is necessary (Vardi, 2012). Students who have developed referencing skills show their understanding of the authors they have read (Shi, 2010) while at the same time, giving the information necessary to find these authors (Rekdal, 2014) and showing they respect intellectual property (Duplessis & Ballarini-Santonocito, 2007). Hutchings (2014) has mentioned that students must be trained to reformulate the ideas they read.…”

Section: Referencing Skills Definedmentioning

confidence: 99%

Are Canadian professors teaching the skills and knowledge students need to prevent plagiarism?

Peters

Cadieux

2019

Int J Educ Integr

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Max 150 words. If possible, please submit your abstract in both English and French. When writing an assignment, most students start by searching for information online, which they integrate in their writing and conclude by producing a bibliography for the sources used. They use their informational, writing and referencing skills to do this as well as refer to their plagiarism knowledge to make sure their text is exempt from plagiarism. In this paper, we examined which skills and knowledge students feel the need to further develop in university to prevent plagiarism in their assignments. Professors were also questioned as to their perceptions of their students' skills development during their pre-university studies. Questionnaires were administered in six Quebec Universities to students (n = 1170) and professors (n = 279). Results show that students feel the need for more training while professors expect students to have already mastered the skills and knowledge to prevent plagiarism. Recommendations are made on how to implement better training for students through a program approach. Lors de la rédaction d'un devoir, la plupart des étudiants universitaires commencent par chercher des informations en ligne, qu'ils intègrent dans leur rédaction et terminent en produisant une bibliographie des sources utilisées. Ils utilisent leurs compétences informationnelles, rédactionnelles, et de référencement documentaire et se réfèrent à leurs connaissances en matière de plagiat pour s'assurer que leur texte en soit exempt. Dans cet article, nous avons examiné les compétences et les connaissances que les étudiants ressentent le besoin de développer davantage à l'université pour prévenir le plagiat dans leurs travaux. Les professeurs ont également été interrogés sur leur perception du développement des compétences de leurs étudiants durant leurs études pré-universitaires. Des questionnaires ont été administrés dans six universités québécoises à des étudiants (n = 1170) et à des professeurs (n = 279). Les résultats montrent que les étudiants ressentent le besoin d'une formation plus poussée alors que les professeurs s'attendent à ce que les étudiants maîtrisent déjà les compétences et les connaissances nécessaires pour prévenir le plagiat. Des recommandations sont formulées sur la façon de mettre en oeuvre une meilleure formation pour les étudiants par le biais d'une approche-programme.

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Academic Citation Practice: A Sinking Sheep?

Cited by 16 publications

References 19 publications

Academic urban legends

Academic urban legends

Giving Credit: How Well Do Librarians Cite and Quote Their Sources?

Are Canadian professors teaching the skills and knowledge students need to prevent plagiarism?

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