Chapter 6. What the Citation Project Tells Us about Information Literacy in College Composition

Jamieson, Sandra

doi:10.37514/per-b.2016.0834.2.06

Cited by 7 publications

(8 citation statements)

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“…Jamieson's (2017b) study, however, classified sources from research papers in first-year writing courses into 14 categories that reflected different combinations of format and type of content and examined how often sources from each category appeared in the bibliography and how often sources from each category were cited in the text. Jamieson (2017b), in analyzing those data, concluded that first-year writing students rely largely on traditionally acceptable sources, and that students cite most of their sources only once in their paper 's text (pp. 127-128).…”

Section: Literature Reviewmentioning

confidence: 99%

“…While Jamieson's work bears many similarities to this present study, the WHY Method's system of source classification is both more objective and more granular, which may provide added insight into patterns of student source use. Moreover, while Jamieson's (2017b) study commendably drew on a multi-institutional sample, that study's data were gathered from so many different institutions-16 in total-that no statistical comparisons were possible between individual institutions (pp. 117-118), leaving open the question of what insights might be possible from such a comparison.…”

Section: Literature Reviewmentioning

confidence: 99%

“…620-622). The first of these categories roughly corresponds to the methods of attribution counted in Jamieson's (2017b) study, and the final two categories are dependent enough on subjective impressions and subtle rhetorical indications that it is difficult for readers to agree regarding whether a given statement was being attributed to an external source (Williams, 2010, pp. 621-624).…”

Section: Literature Reviewmentioning

confidence: 99%

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It’s What’s on the Inside That Counts: Analyzing Student Use of Sources in Composition Research Papers

Rosenzweig

Lambert

Thill

2021

EBLIP

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Objective – This study is designed to discover what kinds of sources are cited by composition students in the text of their papers and to determine what types of sources are used most frequently. It also examines the relationship of bibliographies to in-text citations to determine whether students “pad” their bibliographies with traditional academic sources not used in the text of their papers. Methods – The study employs a novel method grounded in multidisciplinary research, which the authors used to tally 1,652 in-text citations from a sample of 71 student papers gathered from English Composition II courses at three universities in the United States. These data were then compared against the papers’ bibliographic references, which had previously been categorized using the WHY Method. Results – The results indicate that students rely primarily on traditional academic and journalistic sources in their writing, but also incorporate a significant and diverse array of other kinds of source material. The findings identify a strong institutional effect on student source use, as well as the average number and type of in-text citations, which demographic characteristics do not explain. Additionally, the study demonstrates that student bibliographies are highly predictive of in-text source selection, and that students do not exhibit a pattern of “padding” bibliographies with academic sources. Conclusion – The data warrant the conclusions that an understanding of one’s own institution is vitally important for effective work with students regarding their source selection, and that close analysis of student bibliographies gives an unexpectedly reliable picture of the types and proportions of sources cited in student writing.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

It’s What’s on the Inside That Counts: Analyzing Student Use of Sources in Composition Research Papers

Rosenzweig

Lambert

Thill

2021

EBLIP

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“…However, within the past five years, educators from both fields have come together to develop a shared discourse on information literacy through collaborative research and scholarship. The Citation Project, a multi-institutional research project that gathers data on student source use, specifically citation data in researched writing, has brought to light the critical need for compositionists and librarians to work together more closely to support information literacy in college composition (Jamieson, 2016); the findings of the Citation Project also show the ineffectuality of the traditional research assignment. They propose that changes be made to the genre that include mentoring students in writing and research, extending the research assignment beyond a traditional print paper, focusing on engagement rather than mechanics (Howard and Jamieson, 2014).…”

Section: Rsr 452mentioning

confidence: 99%

Using information literacy to support teaching practicum students

Whitver

2017

RSR

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Purpose Library literature is filled with studies that lament the challenges of the faculty–librarian relationship. While many examples of productive collaborations can be found in recent literature, librarians still find it challenging on the local level to reshape old perceptions of the role of the librarian. This purpose of this paper is to suggest that by building relationships with graduate student teachers during their first semester of teaching, many of those challenges can be reversed. Design/methodology/approach The author describes her work with a writing program teaching practicum, a 1-h course for graduate students in the department of English who are engaged in teaching for the first time. Findings This paper offers a model for building collaborative relationships with graduate students who are first-time teachers of writing to support the development of information literacy in their teaching practices. Using the community-building principles of Writing Across the Disciplines and the collaboration initiatives referenced in writing program literature, librarians can establish peer relationships with first-time teachers, which can have long-lasting effects on faculty–librarian relationships, as those teachers continue to teach throughout their career. Originality/value Many articles exist that talk about faculty–librarian collaborations, but virtually none have explored the role of librarian collaborations with first-time teachers or, by extension, with graduate student teachers in general. This paper offers one model for establishing a productive role for the librarian within first-year writing courses while also empowering first-time teachers to successfully design and implement researched writing assignments.

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“…According to the ACRL "Framework for Information Literacy for Higher Education," among these skills is giving "credit to the original ideas of others through proper attribution and citation" (Association of College and Research Libraries, 2016). At many colleges required writing courses are the primary place in which students are taught to document their use of sources, but an examination of student writing across college types by the Citation Project shows that even students who use citation often struggle to fully integrate the ideas of others into their writing (Jamieson, 2017). Assuredly, as the ACRL's "Framework" makes clear, to be information literate requires more than being able to correctly use bibliographic and in-text HETS Online Journal, Volume 10(2), Spring 2020 citation.…”

Section: Introductionmentioning

confidence: 99%

Teaching with an Online MLA Citation Module at a Hispanic and Minority Serving Community College: Design, Implementation, and Results

McAlear

2022

HOJ

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This article shares the design considerations, implications, and data analysis of an MLA citation online module created using Softchalk e-learning software. Based on research on how to best meet the needs of the diverse, multilingual, and English language learner students at the author’s college, key to the module’s design was using a “flipped” approach, ease of use for students as well as faculty, multiple types of review activities, and a positive rhetorical frame of participation in a scholarly community. Statistical analysis of data collected showed the module to be effective, especially for students who knew little about MLA citation to begin with and implies that such modules may help to close gaps in student knowledge created by cultural and linguistic bias.

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Chapter 6. What the Citation Project Tells Us about Information Literacy in College Composition

Cited by 7 publications

References 0 publications

It’s What’s on the Inside That Counts: Analyzing Student Use of Sources in Composition Research Papers

It’s What’s on the Inside That Counts: Analyzing Student Use of Sources in Composition Research Papers

Using information literacy to support teaching practicum students

Teaching with an Online MLA Citation Module at a Hispanic and Minority Serving Community College: Design, Implementation, and Results

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