Four activities to promote student engagement with referencing skills

Williams, G.J. ORCID: 0000-0001-7689-1231, Emerson, A., Larkin, R.F. ORCID: 0000-0002-8690-1111 and Norman, C., 2014. Four activities to promote student engagement with referencing skills. Psychology Teaching Review, 20 (1), pp. 89-93. ISSN 0965-948X

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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.

Item Type: Journal article
Alternative Title: Academic writing and tutorials [running head]
Publication Title: Psychology Teaching Review
Creators: Williams, G.J., Emerson, A., Larkin, R.F. and Norman, C.
Publisher: The British Psychological Society
Date: 2014
Volume: 20
Number: 1
ISSN: 0965-948X
Divisions: Schools > School of Social Sciences
Depositing User: Jill Tomkinson
Date Added: 08 Mar 2016 11:39
Last Modified: 06 Jun 2018 08:57
Related URLs:
URI: http://irep.ntu.ac.uk/id/eprint/27096

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