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dc.contributor.authorDawe, Lydia
dc.contributor.authorStevens, J.
dc.contributor.authorHoffman, B.
dc.contributor.authorQuilty, M.
dc.date.accessioned2023-07-10T05:06:54Z
dc.date.available2023-07-10T05:06:54Z
dc.date.issued2021
dc.identifier.citationDawe, L. and Stevens, J. and Hoffman, B. and Quilty, M. 2021. Citation and referencing support at an academic library: Exploring student and faculty perspectives on authority and effectiveness. College & Research Libraries. 82 (7): pp. 991-.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/92727
dc.identifier.doi10.5860/crl.82.7.991
dc.description.abstract

Libraries expend considerable time and effort in providing instructional resources to help students learn the “mechanics” of citation and referencing. However, there are few studies that examine the efficacy of these resources. Using focus group methodology, the authors explored student and faculty perspectives about citation practices through their use of the library’s online referencing guide. It was found that faculty struggled to instill “real world” meaning for students around academic integrity practices, while students reported feeling confused and somewhat intimidated about the scholarly writing process. Findings reveal the importance of situating referencing within a positive, holistic approach to academic integrity that emphasizes critical thinking and student autonomy.

dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/
dc.titleCitation and referencing support at an academic library: Exploring student and faculty perspectives on authority and effectiveness
dc.typeJournal Article
dcterms.source.volume82
dcterms.source.number7
dcterms.source.startPage991
dcterms.source.issn2150-6701
dcterms.source.titleCollege & Research Libraries
dc.date.updated2023-07-10T05:06:54Z
curtin.departmentLibrary Learning, Research, Engagement and Global
curtin.accessStatusOpen access
curtin.facultyUniversity Library
curtin.contributor.orcidDawe, Lydia [0000-0002-7275-0260]
curtin.repositoryagreementV3


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