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Teaching in Higher Education
Critical Perspectives
Volume 5, 2000 - Issue 4
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Miscellany

Teaching Referencing as an Introduction to Epistemological Empowerment

Monica Hendricks
&
Lynn Quinn
Pages 447-457 | Published online: 25 Aug 2010

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Lukas Homateni Julius, Sioux McKenna & Emmanuel Mgqwashu. (2023) The conflation of English competence and academic literacy: A case study of three Namibian universities. Innovations in Education and Teaching International 0:0, pages 1-13.
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Shamima Yesmin & S. M. Zabed Ahmed. (2023) Students’ Understanding of Referencing Conventions and Terminological Denotations Associated with the Ethical Use of Information. The International Information & Library Review 55:3, pages 185-194.
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Elizabeth M. Olsson, Linnéa Gelot, Johan Karlsson Schaffer & Andréas Litsegård. (2021) Teaching Academic Literacies in international relations: towards a pedagogy of practice. Teaching in Higher Education 0:0, pages 1-18.
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Karen Gravett & Ian M. Kinchin. (2021) The role of academic referencing within students’ identity development. Journal of Further and Higher Education 45:3, pages 377-388.
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Karen Gravett & Ian M. Kinchin. (2020) Referencing and empowerment: exploring barriers to agency in the higher education student experience. Teaching in Higher Education 25:1, pages 84-97.
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Ken Barris. (2019) Using the Low Ground to Get High: The Pedagogic Value of Teaching Plagiarism. Current Writing: Text and Reception in Southern Africa 31:1, pages 62-70.
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Julia Hathaway. (2015) Developing that voice: locating academic writing tuition in the mainstream of higher education. Teaching in Higher Education 20:5, pages 506-517.
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Imose Itua, Margaret Coffey, David Merryweather, Lin Norton & Angela Foxcroft. (2014) Exploring barriers and solutions to academic writing: Perspectives from students, higher education and further education tutors. Journal of Further and Higher Education 38:3, pages 305-326.
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Mark Groves, Kathryn Leflay, Julian Smith, Belinda Bowd & Alison Barber. (2013) Encouraging the development of higher-level study skills using an experiential learning framework. Teaching in Higher Education 18:5, pages 545-556.
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S. Bharuthram & S. McKenna. (2012) Students’ navigation of the uncharted territories of academic writing. Africa Education Review 9:3, pages 581-594.
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Lesley Gourlay & Janis Deane. (2012) Loss, responsibility, blame? Staff discourses of student plagiarism. Innovations in Education and Teaching International 49:1, pages 19-29.
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Mark Groves, Belinda Bowd & Julian Smith. (2010) Facilitating experiential learning of study skills in sports students. Journal of Further and Higher Education 34:1, pages 11-22.
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Karen Ellery. (2008) An investigation into electronic‐source plagiarism in a first‐year essay assignment. Assessment & Evaluation in Higher Education 33:6, pages 607-617.
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Karen Ellery. (2008) Undergraduate plagiarism: a pedagogical perspective. Assessment & Evaluation in Higher Education 33:5, pages 507-516.
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Shelley Yeo & Robyn Chien. (2007) Evaluation of a Process and Proforma for making Consistent Decisions about the Seriousness of Plagiarism Incidents. Quality in Higher Education 13:2, pages 187-204.
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IanM. Kinchin & DavidB. Hay. (2007) The myth of the research‐led teacher. Teachers and Teaching 13:1, pages 43-61.
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Rosemary Green & Mary Bowser. (2006) Observations from the Field. Journal of Library Administration 45:1-2, pages 185-202.
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S. Bharuthram & S. McKenna. (2006) A writer–respondent intervention as a means of developing academic literacy. Teaching in Higher Education 11:4, pages 495-507.
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Ursula Wingate. (2006) Doing away with ‘study skills’. Teaching in Higher Education 11:4, pages 457-469.
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Ian M. Kinchin. (2006) Concept mapping, PowerPoint, and a pedagogy of access. Journal of Biological Education 40:2, pages 79-83.
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DavidF. Hyatt. (2005) ‘Yes, a very good point!’: a critical genre analysis of a corpus of feedback commentaries on Master of Education assignments. Teaching in Higher Education 10:3, pages 339-353.
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Barbara Kamler & Pat Thomson . (2004) Driven to abstraction: doctoral supervision and writing pedagogies. Teaching in Higher Education 9:2, pages 195-209.
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Victor N. Shaw. (2002) Peer Review as a Motivating Device in the Training of Writing Skills for College Students. Journal of College Reading and Learning 33:1, pages 68-76.
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James Hartley. (2002) Studying for the Future. Journal of Further and Higher Education 26:3, pages 207-227.
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Shamima Yesmin & Md. Atikuzzaman. (2023) A trilateral approach to design a model course on information literacy and research ethics for tertiary‐level curricula: A pathway to university ranking success. Review of Education 11:1.
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Stephanie Onguka, Fleur de Meijer & Dana M Basnight-Brown. (2023) Overdue Assignment: A Case Study on Academic Writing Development for Postgraduate Health Professional Trainees in Kenya. Journal of Medical Education and Curricular Development 10.
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Mairi Cowan & Andrew Nurse. 2020. Handbook of Academic Integrity. Handbook of Academic Integrity 1 20 .
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Min Zhou & Zhixiang Sun. (2022) Source Work in China-Based and Western SSCI Journal Articles: Preferences of Reporting Structures of English Academic Articles Published in China and in English-Speaking Countries. Chinese Journal of Applied Linguistics 45:4, pages 596-611.
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Heike Neumann, Sarah Leu, Kim McDonough & Bonnie Crawford. (2020) Improving students’ source integration skills: Does a focus on reading comprehension and vocabulary development work?. Journal of English for Academic Purposes 48, pages 100909.
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Cassi L. Liardét & Sharyn Black. (2019) “So and so” says, states and argues: A corpus-assisted engagement analysis of reporting verbs. Journal of Second Language Writing 44, pages 37-50.
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Cathy O'Shea, Sioux McKenna & Carol Thomson. (2019) ‘We throw away our books’: Students’ reading practices and identities. Linguistics and Education 49, pages 1-10.
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Lena Eckert & Silke Martin. 2019. Praxishandbuch Habitussensibilität und Diversität in der Hochschullehre. Praxishandbuch Habitussensibilität und Diversität in der Hochschullehre 275 291 .
Rosemary Wette. (2018) Source-based writing in a health sciences essay: Year 1 students' perceptions, abilities and strategies. Journal of English for Academic Purposes 36, pages 61-75.
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Alister Cumming, Conttia Lai & Hyeyoon Cho. (2016) Students' writing from sources for academic purposes: A synthesis of recent research. Journal of English for Academic Purposes 23, pages 47-58.
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Katja Sarmiento-Mirwaldt. (2014) ‘Routledge (58) Argues …’: A Quasi-Experimental Evaluation of Different Formats to Teach Students How to Reference. Politics 36:2, pages 210-219.
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Melanie Greenwood, Kerrie Walkem, Lindsay Mervyn Smith, Toniele Shearer & Christine Stirling. (2014) Postgraduate Nursing Student Knowledge, Attitudes, Skills, and Confidence in Appropriately Referencing Academic Work. Journal of Nursing Education 53:8, pages 447-452.
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Jenny Gunnarsson, Wlodek J. Kulesza & Anette Pettersson. (2014) Teaching International Students How to Avoid Plagiarism: Librarians and Faculty in Collaboration. The Journal of Academic Librarianship 40:3-4, pages 413-417.
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Vaclav Brezina. (2012) Use of Google Scholar in corpus-driven EAP research. Journal of English for Academic Purposes 11:4, pages 319-331.
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Ursula WingateNick AndonAlessia Cogo. (2011) Embedding academic writing instruction into subject teaching: A case study. Active Learning in Higher Education 12:1, pages 69-81.
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Myrtle Emmanuel, Peter O’Neill, Debbie Holley, Linda Johnson & Sandra Sinfield. 2011. Writing in the Disciplines. Writing in the Disciplines 122 139 .
Ursula Wingate. 2011. Writing in the Disciplines. Writing in the Disciplines 65 87 .
Iain Skinner & Pam Mort. (2009) Embedding Academic Literacy Support Within the Electrical Engineering Curriculum: A Case Study. IEEE Transactions on Education 52:4, pages 547-554.
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Jacqui CampbellMingsheng Li. (2007) Asian Students' Voices: An Empirical Study of Asian Students' Learning Experiences at a New Zealand University. Journal of Studies in International Education 12:4, pages 375-396.
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Ursula Wingate. (2007) A Framework for Transition: Supporting ?Learning to Learn? in Higher Education. Higher Education Quarterly 61:3, pages 391-405.
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James Hartley. (2016) On Choosing Typographic Settings for Reference Lists. Social Studies of Science 32:5-6, pages 917-932.
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