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Kathryn Unsworth and Anne Melles Engaging with disciplinary practices for citation management teaching Kathryn Unsworth and Anne Melles.

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Presentation on theme: "Kathryn Unsworth and Anne Melles Engaging with disciplinary practices for citation management teaching Kathryn Unsworth and Anne Melles."— Presentation transcript:

1 Kathryn Unsworth and Anne Melles Engaging with disciplinary practices for citation management teaching Kathryn Unsworth and Anne Melles

2 It started with a conversation… 17th September 2014Engaging with disciplinary practices for citation management teaching2

3 17th September 2014Engaging with disciplinary practices for citation management teaching3... drove a research idea “…narrowed perspectives have inevitably led the LIS community to think primarily about the user in the life of the library, however, it might be more illuminating to focus on the library in the life of the user…” (Wiegand, 2003, p. 372)

4 17th September 2014Engaging with disciplinary practices for citation management teaching4 Taking those first steps – daunting, but exciting

5 Research methods 17th September 2014Engaging with disciplinary practices for citation management teaching5

6 Research question 1A Do postgraduates who attend EndNote classes go on to use EndNote? 17th September 2014Engaging with disciplinary practices for citation management teaching6

7 Postgraduates who attended EN classes went on to use… 17th September 2014Engaging with disciplinary practices for citation management teaching7

8 Research question 1B If using EndNote, why? 17 th September 2014Engaging with disciplinary practices for citation management teaching8

9 17th September 2014Engaging with disciplinary practices for citation management teaching9 What prompted the choice? (Data filtered to EN users only)

10 Research question 2 How is EndNote being used? 17th September 2014Engaging with disciplinary practices for citation management teaching10

11 Which features are important? 17th September 2014 Engaging with disciplinary practices for citation management teaching 11

12 Not all features are equal 17th September 2014Engaging with disciplinary practices for citation management teaching12 Top 3 appreciated features: CWYW Downloading references Reference lists Top 3 appreciated features: CWYW Downloading references Reference lists Top 3 frustrations: CWYW Formatting Technical issues Top 3 frustrations: CWYW Formatting Technical issues

13 Use of the software 17th September 2014 Engaging with disciplinary practices for citation management teaching 13

14 17th September 2014 Engaging with disciplinary practices for citation management teaching 14 PDFs Downloads references into EN Groups Manual insertion of citations into Word PDFs Syncs CWYW Manual entry of references into EN

15 Happy users / Frustrated users 17th September 2014 Engaging with disciplinary practices for citation management teaching 15 “Writing academic papers and books without using it would be an impossibility for me. But it is so surprising for me to see that there are still people who don’t use it.” (A/R) “I am operating with a corrupted copy of EndNote so the list of things that annoy me is too long to articulate.” (STU)

16 Research question 3 If researchers are not using citation management software, how do they manage their citations? 17th September 2014Engaging with disciplinary practices for citation management teaching16

17 17th September 2014Engaging with disciplinary practices for citation management teaching17 Technologies used in citation management

18 17th September 2014 Engaging with disciplinary practices for citation management teaching 18 PDFs - Dropbox Screenshot tool MacBook Reading List Manual insertion of citations into Word

19 ”…doctoral students were not quick to take up technology unless it readily integrated with research work practices…" (JISC, 2012 in Favaro & Hoadley, 2014, p. 29) 17th September 2014Engaging with disciplinary practices for citation management teaching19

20 We need a nuanced view Academic stage AcademicsPostgraduate Students Type of scholarly work AssignmentsThesesArticles/Scholarly communications 17th September 2014Engaging with disciplinary practices for citation management teaching20 Concentrated EN use

21 Understanding practices “... in order to understand the nature of academic learning, it is important to investigate the understandings of both academic staff and students about their own literacy practices …” (Lea & Street, 1998, p. 158). 17th September 2014 Engaging with disciplinary practices for citation management teaching 21

22 Don’t focus on the pedals 17th September 2014Engaging with disciplinary practices for citation management teaching22

23 Advice from users  Get organised early  More than one class  Shop around, find what best suits your workflows  Disciplined approach  Find out where you can get support  Use groups and notes sections 17th September 2014Engaging with disciplinary practices for citation management teaching23 “It's not the system but the accuracy and validation that counts most.” STU

24 Our experience – the process  Ethics  Surveys  Interviews  Data analysis  Time  Teamwork 17th September 2014Engaging with disciplinary practices for citation management teaching24

25 Thank you! 17th September 2014Engaging with disciplinary practices for citation management teaching25

26 A micro-research moment How many of you teach EN? 17th September 2014Engaging with disciplinary practices for citation management teaching26 How many of you use EN in practice?

27 References Emanuel, J. (2013). Users and citation management tools: Use and support. Reference Services Review, 41(4), doi: /RSR Favaro, S., & Hoadley, C. (2014), The changing role of digital tools and academic libraries in scholarly workflows: A review. Nordic Journal Of Information Literacy In Higher Education, 6(1), Retrieved from https://noril.uib.no/index.php/noril/article/viewFile/174/39 Lea, M. R., & Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), doi: / Wiegand, W. A. (2003).To reposition a research agenda: What American Studies can teach the LIS community about the library in the life of the user. The Library Quarterly, 73(4), Retrieved from 17th September 2014Engaging with disciplinary practices for citation management teaching27

28 Images 17th September 2014Engaging with disciplinary practices for citation management teaching28 SlideDetails 2https://www.flickr.com/photos/enerva/ https://www.flickr.com/photos/enerva/ CC By 2.0 3https://www.flickr.com/photos/scottishlibraries/ https://www.flickr.com/photos/scottishlibraries/ CC By 2.0 4https://www.flickr.com/photos/turkletom/ /https://www.flickr.com/photos/turkletom/ / CC By Image copyright Isabel Melles Taberner 13Images copyright Monash University 14https://www.flickr.com/photos/timparkinson/ /https://www.flickr.com/photos/timparkinson/ / CC By Image copyright Monash University 22Image copyright Anne Melles 24https://www.flickr.com/photos/solo_with_others/ /https://www.flickr.com/photos/solo_with_others/ / CC By https://www.flickr.com/photos/blondinrikard/ /https://www.flickr.com/photos/blondinrikard/ / CC By 2.0

29 We need a nuanced view Citation management software Use (What this means in reality) Non-use (Is this a position of “deficit”?) 17th September 2014Engaging with disciplinary practices for citation management teaching29 “Gone are the days where researchers develop personal systems for keeping track of citation information. The options for organizing and utilizing citation information are increasingly dependent on dedicated tools.” (Emanuel, 2013, p. 639)

30 Happy users 17th September 2014 Engaging with disciplinary practices for citation management teaching 30 “Insert citations manually. Oh no I haven’t done that ever since I found out about the wonders of EN. No. Actually do the bibliographic - they use footnotes? … No definitely not. I wouldn’t even think about doing that now.” (STU) “Writing academic papers and books without using it would be an impossibility for me. But it is so surprising for me to see that there are still people who don’t use it.” (A/R)

31 Frustrated users 17th September 2014 Engaging with disciplinary practices for citation management teaching 31 “[EndNote] is probably a great tool for big research, if you have to write a book, if you have to write a thesis, a PhD thesis, even possibly a Masters thesis. But if you write even a short paper, let's say 5000, 7000, words, it's annoying the way it interacts with Microsoft Word. It's extremely annoying. And so a couple of years ago I had it installed and then I uninstalled it because it was really driving me crazy.” (A/R) “I am operating with a corrupted copy of endnote so the list of things that annoy me is too long to articulate.” (STU)

32 Understanding the practices of students and staff “... in order to understand the nature of academic learning, it is important to investigate the understandings of both academic staff and students about their own literacy practices …” (Lea & Street, 1998, p. 158). 17th September 2014 Engaging with disciplinary practices for citation management teaching 32 Research process Citation management Disciplinary practices


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