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Four activities to promote student engagement with referencing skills

Williams, Gareth J.; Emerson, Anne; Larkin, Rebecca F.; Norman, Christine

Authors

Gareth J. Williams

Anne Emerson Anne.Emerson@nottingham.ac.uk

Rebecca F. Larkin

Christine Norman

Abstract

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.

Journal Article Type Article
Publication Date Mar 1, 2014
Journal Psychology Teaching Review
Print ISSN 0965-948X
Electronic ISSN 0965-948X
Publisher British Psychological Society
Peer Reviewed Peer Reviewed
Volume 20
Issue 1
Institution Citation Williams, G. J., Emerson, A., Larkin, R. F., & Norman, C. (2014). Four activities to promote student engagement with referencing skills. Psychology Teaching Review, 20(1),
Keywords Study Skills, Referencing, Tutorials
Publisher URL http://shop.bps.org.uk/publications/journals-and-periodicals/psychology-teaching-review-vol-20-no-1-spring-2014.html
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingh.../end_user_agreement.pdf

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Copyright Statement
Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf




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