Citation Generators, OWL, and the Persistence of Error-Ridden References: An Assessment for Learning Approach to Citation Errors

Stevens, Christy R.

doi:10.1016/j.acalib.2016.07.003

Cited by 5 publications

(10 citation statements)

References 21 publications

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“…Referencing skills need to be taught at university since high school students are often not required to provide references when using sources in their homework (Chanock, 2008;Williamson & McGregor, 2011). Stevens (2016) reports how students have lots of difficulties writing their bibliographies as there exists many guidelines for the presentation norms (Escorcia, 2015). However, universities, whose mission is to develop skills, ethical values and integrity, (Gerstein & Friedman, 2016) are the perfect environment for students to learn about referencing.…”

Section: Teaching Skills and Knowledge To Prevent Plagiarismmentioning

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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Section: Teaching Skills and Knowledge To Prevent Plagiarismmentioning

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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“…It is well established that students have difficulty creating bibliographic references (Blicblau, Bruwer, & Dini, 2016;Stevens, 2016). Both students and researchers express frustration with creating references and often find the process aggravating and tedious (Antonijević & Cahoy, 2014;Stevens, 2016). Evidence indicates that bibliographic referencing tools may alleviate these negative emotions (Stevens, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Relatively few researchers have evaluated reference tools; instead, most authors discuss situations and ways to apply the tools (Childress, 2011;Lorenzetti & Ghali, 2013;Stevens, 2016). While there is no common methodology for evaluating reference tools (Tramullas et al, 2015), many analyses compare functions and features of the tools (Homol, 2014;Imperial College London Library, 2017;Universitätsbibliothek Technische Universität München, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Evaluating Bibliographic Referencing Tools for a Polytechnic Environment

Brander

Langman

Maddison

et al. 2019

EBLIP

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Abstract Objective – This paper analyzes the design process for a toolkit for appraising emerging and established bibliographic reference generators and managers for a particular student population. Others looking to adapt or draw from the toolkit to meet the needs of users at their own institutions will benefit from this exploration of how one team developed and streamlined the process of assessment. Methods – The authors implemented an extensive initial evaluation using a checklist and comprehensive rubric to review and select reference tools. This work was guided by a matrix of categories from Marino (2012), Bates (2015), and other literature. As the tools were assessed using the toolkit, the components of the toolkit were evaluated and revised. Toolkit revisions were based on evaluators’ feedback and lessons learned during the testing process. Results – Fifty-three tools were screened using a checklist that reviewed features, including cost and referencing styles. Eighteen tools were thoroughly evaluated using the comprehensive rubric by multiple researchers to minimize bias. From this secondary testing, tools were recommended for use within this environment. Ultimately the process of creating an assessment toolkit allowed the researchers to develop a streamlined process for further testing. The toolkit includes a checklist to reduce the list of potential tools, a rubric for features, a rubric to evaluate qualitative criteria, and an instrument for scoring. Conclusion – User needs and the campus environment are critical considerations for the selection of reference tools. For this project, researchers developed a comprehensive rubric and testing procedure to ensure consistency and validity of data. The streamlined process in turn enabled library staff to provide evidence based recommendations for the most suitable manager or generator to meet the needs of individual programs.

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“…The literature concerning the formation of students' citation skills is sparse, but a recent study noted that students have difficulty with source type identification, cautioning that "if a student does not understand what type of material s/he is examining, then it is impossible to use the manual to select the correct citation format" (Park, Mardis, & Ury, 2011, p. 45). Stevens (2016) reported on a workshop in which students had to identify citation errors, and found that they struggled with applying citation style examples to their citations. Additionally, Van Note Chism and Weerakoon (2012) showed that even at the doctoral level, students become confused with identifying various print and electronic formats.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Lewis (2008) argued that the new APA Style conventions for electronic resources would frustrate users who already struggled with basic citations, and Kargbo (2010) showed that undergraduates typically have low confidence in their own citing abilities. Numerous online citation tools exist to mitigate this confusion; however, they are characterized by high rates of errors (Dahlstrom, 2012;Stevens, 2016;Van Ullen & Kessler, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Everything Online is a Website: Information Format Confusion in Student Citation Behaviors

Greer¹

2018

Comminfolit

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The ability to effectively cite information sources is key to both student avoidance of plagiarism and the ongoing scholarly conversation. Previous research and experience indicated that students had significant trouble distinguishing and citing various information formats when viewed online; items are often cited as websites, and citations are incomplete or contain erroneous and extraneous information. The authors investigated the prevalence of these problems at their university, seeking out common patterns in the data to determine what, if any, information literacy objectives may be useful for future studies and instructional practice.

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Citation Generators, OWL, and the Persistence of Error-Ridden References: An Assessment for Learning Approach to Citation Errors

Cited by 5 publications

References 21 publications

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

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

Evaluating Bibliographic Referencing Tools for a Polytechnic Environment

Everything Online is a Website: Information Format Confusion in Student Citation Behaviors

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