The Development of Citation Use in Scientific Writing
Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
Room 217
Proposal
The Association of College & Research Libraries (ACRL) has published a framework for information literacy in higher education, which includes the ethical use of resources. In scientific writing, students encounter difficulty at all levels of information literacy, but particularly with understanding how resources should be used. For example, many students are unable to distinguish primary research from secondary scientific literature. In addition, it is common for students to improperly cite, paraphrase, and use primary and secondary articles, demonstrating a deficiency in their ethical use. Many of these challenges stem from a lack of experience with these articles and instruction. While the ACRL framework applies to all disciplines, the application could be discipline-specific. Informally, students often state that they rely on their instruction in the humanities to drive their literacy practices in the sciences. This could present a challenge when the citation styles and conventions change, but it could also present an opportunity for deeper learning. At this time, we need more detail on how students interact with their texts in higher education in different contexts. This presentation will describe ongoing research to understand the ethical use of resources in scientific writing from students across multiple scientific courses at one institution. It also investigates student’s experiences using scientific literature through surveys and writing assessments. Together, this project aims to quantitatively and qualitatively define citations in scientific writing to better inform pedagogy and improve information literacy in the sciences.
Short Description
This presentation will describe ongoing research to understand the ethical use of resources in scientific writing from students across multiple scientific courses at one institution. It also investigates student’s experiences using scientific literature through surveys and writing assessments. Together, this project aims to quantitatively and qualitatively define citations in scientific writing to better inform pedagogy and improve information literacy in the sciences.
Keywords
Scientific Writing, Citation Practices, Science literacy, Information literacy, Ethical use of resources, primary research articles, review articles
Publication Type and Release Option
Event
Recommended Citation
Klucevsek, Kristin, "The Development of Citation Use in Scientific Writing" (2017). Georgia International Conference on Information Literacy. 9.
https://digitalcommons.georgiasouthern.edu/gaintlit/2017/2017/9
The Development of Citation Use in Scientific Writing
Room 217
The Association of College & Research Libraries (ACRL) has published a framework for information literacy in higher education, which includes the ethical use of resources. In scientific writing, students encounter difficulty at all levels of information literacy, but particularly with understanding how resources should be used. For example, many students are unable to distinguish primary research from secondary scientific literature. In addition, it is common for students to improperly cite, paraphrase, and use primary and secondary articles, demonstrating a deficiency in their ethical use. Many of these challenges stem from a lack of experience with these articles and instruction. While the ACRL framework applies to all disciplines, the application could be discipline-specific. Informally, students often state that they rely on their instruction in the humanities to drive their literacy practices in the sciences. This could present a challenge when the citation styles and conventions change, but it could also present an opportunity for deeper learning. At this time, we need more detail on how students interact with their texts in higher education in different contexts. This presentation will describe ongoing research to understand the ethical use of resources in scientific writing from students across multiple scientific courses at one institution. It also investigates student’s experiences using scientific literature through surveys and writing assessments. Together, this project aims to quantitatively and qualitatively define citations in scientific writing to better inform pedagogy and improve information literacy in the sciences.
