Yes / Lillis (2001: 53) calls referencing an ‘institutional practice of mystery’, a frequent cause of student anxiety and complaint. It is an area in which a vast perceptional gulf exists between academics and students, one in which academic support staff can see both sides. Students, not wanting to look ‘stupid’ in front of academic staff, will often express their concerns only to librarians and other support staff, so academics do not see the full range of anxieties. This paper reflects on this problem and reports on a successful project to alleviate student fears by decreasing the number of official referencing styles at the University of Bradford.
| Identifer | oai:union.ndltd.org:BRADFORD/oai:bradscholars.brad.ac.uk:10454/12641 |
| Date | 2017 July 1921 |
| Creators | George, Sarah, Rowland, Jennifer |
| Source Sets | Bradford Scholars |
| Language | English |
| Detected Language | English |
| Type | Article, Published version |
| Rights | © 2017 The Authors and University of Bradford. Reproduced by permission from the copyright holder. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. (http://creativecommons.org/licenses/by-nc-nd/4.0/). |
| Relation | https://www.seda.ac.uk/seda-publishing/educational-developments/past-issues-2000-onwards/educational-developments-issue-18-2-2017/ |
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