Issues of citation have interested us for some time, especially as they relate to reductive and dismissive representations of student work in our professional discourse: for example, how scholarly articles foreground the status of students as “student” or how the move of referring to students by first name only is infantilizing (see Salvatori and Donahue, 2010). We also have a long standing interest in writing about teaching in ways that our primary field (English Studies) and SoTL would recognize as “scholarly”: intellectual inquiries into processes of teaching and learning that build upon previously published research, cite it appropriately, and acknowledge its theoretical influences and sources. In this essay, we want to draw attention to certain incongruities in scholarly publications about teaching—we shall call them “citation difficulties.” We have been noticing them for many years, but have been moved to write about them only recently.

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