2,716
Views
6
CrossRef citations to date
0
Altmetric
Research Article

The role of academic referencing within students’ identity development

ORCID Icon & ORCID Icon
Pages 377-388 | Received 14 Oct 2019, Accepted 04 May 2020, Published online: 27 May 2020

References

  • Andrade, H., and A. Valtcheva. 2009. “Promoting Learning and Achievement through Self-assessment.” Theory into Practice 48 (1): 12–19. doi:10.1080/00405840802577544.
  • Balloo, K. 2017. “In-depth Profiles of the Expectations of Undergraduate Students Commencing University: A Q Methodological Analysis.” Studies in Higher Education 1–12. doi:10.1080/03075079.2017.1320373.
  • Bernstein, B. B. 2000. Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. Oxford: Rowman and Littlefield.
  • Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. doi:10.1191/1478088706qp063oa.
  • Brown, S. 2018. “Identifying Student Need.” In Transition In, through and Out of Higher Education, edited by R. Matheson, S. Tangney, and M. Sutcliffe, 17–30. London: Routledge.
  • Buckley, C. 2015. “Conceptualising Plagiarism: Using Lego to Construct Students‘ Understanding of Authorship and Citation.” Teaching in Higher Education 20 (3): 352–358. doi:10.1080/13562517.2015.1016418.
  • Burke, D. 2009. “Strategies for Using Feedback Students Bring to Higher Education.” Assessment and Evaluation in Higher Education 34 (1): 41–50. doi:10.1080/02602930801895711.
  • Carless, D. 2006. “Differing Perceptions in the Feedback Process.” Studies in Higher Education 31 (2): 219–233. doi:10.1080/03075070600572132.
  • Gale, T., and S. Parker. 2014. “Navigating Change: A Typology of Student Transition in Higher Education.” Studies in Higher Education 39 (5): 734–753. doi:10.1080/03075079.2012.721351.
  • George, S., and J. Rowland. 2017. “Referencing: Student Choice or Student Voice.” Educational Developments 18 (2): 24–29.
  • Gourlay, L. 2009. “Threshold Practices: Becoming a Student through Academic Literacies.” London Review of Education 7 (2): 191–192. doi:10.1080/14748460903003626.
  • Gravett, K. 2019a. “Troubling Transitions and Celebrating Becomings: From Pathway to Rhizome.” Studies in Higher Education 1–12. doi:10.1080/03075079.2019.1691162.
  • Gravett, K. 2019b. “Making Learning Happen: Students’ Development of Academic and Information Literacies.” In Engaging Student Voices in Higher Education: Diverse Perspectives and Expectations in Partnership, edited by S. Lygo-Baker, I. Kinchin, and N. E. Winstone, 175–190. London: Palgrave Macmillan.
  • Gravett, K., and I. M. Kinchin. 2020. “Referencing and Empowerment: Exploring Barriers to Agency in the Higher Education Student Experience.” Teaching in Higher Education 25 (1): 84–97. doi:10.1080/13562517.2018.1541883.
  • Hawe, E., and H. Dixon. 2017. “Assessment for Learning: A Catalyst for Student Self-Regulation.” Assessment and Evaluation in Higher Education 42 (8): 1181–1192. doi:10.1080/02602938.2016.1236360080/02602938.2018.1446508.
  • Hendricks, M., and L. Quinn. 2000. “Teaching Referencing as an Introduction to Empowerment.” Teaching in Higher Education 5 (4): 447–457. doi:10.1080/713699175.
  • Holliday, A. 2007. Doing and Writing Qualitative Research. London: SAGE.
  • Hutchings, C. 2014. “Referencing and Identity, Voice and Agency: Adult Learners’ Transformations within Literacy Practices.” Higher Education Research and Development 33 (2): 312–324. doi:10.1080/07294360.2013.832159.
  • Kinchin, I. M., and N. E. Winstone. 2017. Pedagogic Frailty and Resilience in the University. Rotterdam: Sense.
  • Land, R. 2017. “Enhancing Quality to Address Frailty.” In Pedagogic Frailty and Resilience in the University, edited by I. M. Kinchin and N. Winstone, 179–194. Rotterdam: Sense.
  • Land, R., and J. Meyer. 2008. Threshold Concepts within the Disciplines. Rotterdam: Sense.
  • Lea, M., and B. Street. 1998. “Student Writing in Higher Education: An Academic Literacies Approach.” Studies in Higher Education 23 (2): 157–172. doi:10.1080/03075079812331380364.
  • Lea, M., and B. Street. 2006. “The ‘Academic Literacies’ Model: Theory and Applications.” Theory into Practice 45 (4): 368–377. doi:10.1207/s15430421tip4504_11.
  • Lillis, T. M. 2001. Student Writing: Access, Regulation, Desire. Abingdon: Routledge.
  • Lygo-Baker, S., I. M. Kinchin, and N. E. Winstone, Eds. 2019. Engaging Student Voices in Higher Education: Diverse Perspectives and Expectations in Partnership. London: Palgrave.
  • McLean, H. 2018. “This Is the Way to Teach: Insights from Academics and Students about Assessment that Supports Learning.” Assessment and Evaluation in Higher Education 43 (8): 1228–1240. doi:10.1080/02602938.2018.1446508.
  • Pecorari, D. 2013. Teaching to Avoid Plagiarism: How to Promote Good Source Use. Maidenhead: Open University Press.
  • Schunk, D. H. 2003. “Self-Efficacy for Reading and Writing: Influence of Modeling, Goal Setting, and Self Evaluation.” Reading and Writing Quarterly 19 (2): 159–172. doi:10.1080/10573560308219.
  • Taylor, C. A., and J. Harris-Evans. 2018. “Reconceptualising Transition to Higher Education with Deleuze and Guattari.” Studies in Higher Education 43 (7): 1254–1267. doi:10.1080/03075079.2016.1242567.
  • Tobbell, J., V. O’ Donnell, and M. Zammit. 2010. “Exploring Transition to Postgraduate Study: Shifting Identities in Interaction with Communities, Practice and Participation.” British Educational Research Journal 36 (2): 261–278. doi:10.1080/01411920902836360.
  • Vardi, I. 2012. “Developing Students’ Referencing Skills: A Matter of Plagiarism, Punishment and Morality or of Learning to Write Critically?” Higher Education Research and Development 31 (6): 921–930. doi:10.1080/07294360.2012.673120.
  • Walker, J. R., and T. W. Taylor. 2006. The Columbia Guide to Online Style. 2nd ed. New York: Columbia University Press.
  • Walton, G., and J. Cleland. 2017. “Information Literacy - Empowerment or Reproduction in Practice? A Discourse Analysis Approach.” Journal of Documentation 73 (4): 582–594. doi:10.1108/JD-04-2015-0048.
  • Wingate, U. 2006. “Doing Away With ‘Study Skills’.” Teaching in Higher Education 11 (4): 457–469. doi:10.1080/13562510600874268.
  • Winstone, N. E., K. Balloo, K. Gravett, D. Jacobs, and H. Keen. 2020. “Who Stands to Benefit? Wellbeing, Belonging, and Challenges to Equity in Engagement in Extra-curricular Activities.” Active Learning in Higher Education. doi:10.1177/1469787420908209.
  • Winstone, N. E., R. A. Nash, J. Rowntree, and M. Parker. 2017. “It’d be useful, but I wouldn’t use it’ Use It’: Barriers to University Students’ Feedback Seeking and Recipience.” Studies in Higher Education 42 (11): 2026–2041. doi:10.1080/03075079.2015.1130032.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.