Full‐text articles: faculty perceptions, student use, and citation abuse

Imler, Bonnie; Hall, Russell A.

doi:10.1108/00907320910935002

Cited by 8 publications

(6 citation statements)

References 8 publications

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“…Students see Internet, and more specifically search engines and academic databases, as the starting point when it comes to searching for information (Dilek-Kayaoglu, 2014). However, they need further information about how to correctly cite and reference these sources (Imler & Hall, 2009). Our results prove this, as 40.1% of the students search for information in databases with high or very high frequency.…”

Section: Resultsmentioning

confidence: 99%

University students’ self-regulated learning using digital technologies

Domínguez

García

2017

Int J Educ Technol High Educ

113

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Analysing the process by which students-whether at university or not-manage and facilitate their own learning has been a recurrent educational research problem. Recently, the question arises about how the development of strategies taking place during the aforementioned process could be made easier by using technologies. In an effort to know whether university students really use digital technologies to plan, organize and facilitate their own learning, we have proposed three research questions. Which technologies do university students use to self-regulate their learning? What self-regulated learning strategies do they develop using technologies? What profiles could be identified among students based on their use of self-regulation strategies with technology? To answer these questions, the "Survey of Self-regulated Learning with Technology at the University" was designed. Information from a sample group with 711 students from various universities located in the region of Andalusia (Spain) was collected with this survey. The results indicate that university students, even when they are frequent users of digital technology, they tend not to use these technologies to regulate their own learning process. Of all technologies analysed, Internet information search and instant communication tools are used continually. In turn, the most generalised self-regulation learning strategies are those relative to social support. Nevertheless, students differ from each other regarding their use and frequency. There are groups of students who make use of self-regulation strategies when learning with technologies. In this regard, two distinctive groups of students have been identified, who show differentiated selfregulated levels.

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Section: Resultsmentioning

confidence: 99%

University students’ self-regulated learning using digital technologies

Domínguez

García

2017

Int J Educ Technol High Educ

113

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“…Hall from 2008 found that students used the library's print journals 21 per cent of the time and electronic journal articles 65 per cent of the time. The study also states that 70 per cent of students rejected an article, because it was not available in full text from the database they were using (Imler and Hall, 2009). A study of MBA students in Singapore found that 65 per cent of the students mainly used electronic sources, while 20 per cent used print and electronic sources equally, and only 15 per cent said that they mainly used print resources.…”

Section: Twenty-first-century Authorshipmentioning

confidence: 99%

A modern, simplified citation style and student response

Lanning

2016

Reference Services Review

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Purpose -The purpose of this paper is to see if there is a need for and an interest in a modernized and simplified citation style (SCS). Design/methodology/approach -Students in two sections of English 1010 were given a brief training in SCS and asked to use SCS and MLA citation styles, respectively, in their next two assignments. Students were surveyed afterwards about their preferences. Findings -Students preferred using the presented SCS over MLA by a large margin. This was not a surprise. Citation styles are difficult to master. Research limitations/implications -This is a small qualitative study, and the result are not generalizable to a larger population, but the implications suggest that a larger study is warranted. Practical implications -This paper shows that there is a need for a more modern citation style, one that embraces technology and moves forward from the print bibliographic tradition. Originality/value -There are many articles in the literature about citations, but few address modernizing and simplifying citation styles, and none make a proposal for such a style.

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“…On the other end of the spectrum, they found that 11% of students retrieved 25% of recently acquired articles from a full-text database and 75% using another means-these included interlibrary loan, actual library access and other means. In a 2009 study on fulltext article use, Imler & Hall asked students to qualify how they accessed the articles that they used for a paper and found that 65% came from full-text databases, 21% from print, and 13% from ILL (Imler & Hall, 2009).…”

Section: Tablementioning

confidence: 99%

“…At the mercy of convenience alone, returned search results that do not have the full-text immediately available are often dismissed by students. Imler & Hall (2009) found that 70% of students admitted to rejecting an article for their paper if the full-text was not immediately available on their computer. Full-text databases are even designed to cater to this type of user, if they are aware of it, and most come equipped with a simple filter that removes any search result that does not contain a full-text version of the article.…”

Section: Tablementioning

confidence: 99%

Interlibrary Loan Article Use and User GPA: Findings and Implications for Library Services

Scott

2014

Journal of Access Services

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A recent institutional study at the University of Wisconsin-Green Bay investigated the academic achievement of interlibrary loan (ILL) users as compared to non-ILL users. While this study provided important local insight into ILL use and the demographics of ILL users (class rank, major), it uncovered a rather minor overall GPA difference, .20 GPA points, between ILL users and non-ILL users. However, within this data was an interesting subset that once thoroughly investigated, provided rich details about ILL article use, the users who rely on ILL for articles and the GPA differences between users' across the spectrum of ILL article use. The resulting analysis compares users who use ILL for a large number of articles, those who use ILL for a medium number of articles, those who use ILL for a small number of articles and those who do not use ILL. Takeaways from the data presented should provide libraries and practitioners with a greater understanding of ILL article use, its role in user information seeking behaviors, its correlational effect on student academic achievement, and for whom-ILL article users-libraries are incurring the high cost of articles through ILL.

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Full‐text articles: faculty perceptions, student use, and citation abuse

Cited by 8 publications

References 8 publications

University students’ self-regulated learning using digital technologies

University students’ self-regulated learning using digital technologies

A modern, simplified citation style and student response

Interlibrary Loan Article Use and User GPA: Findings and Implications for Library Services

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