Referencing and Empowerment: Exploring Barriers to Agency in the Higher Education Student Experience

Autor/inn/en	Gravett, Karen; Kinchin, Ian M.
Titel	Referencing and Empowerment: Exploring Barriers to Agency in the Higher Education Student Experience
Quelle	In: Teaching in Higher Education, 25 (2020) 1, S.84-97 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gravett, Karen) ORCID (Kinchin, Ian M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2018.1541883
Schlagwörter	Student Empowerment; Student Experience; Plagiarism; Feedback (Response); Anxiety; Research Skills; Citations (References); Undergraduate Students; Scaffolding (Teaching Technique); Independent Study; Foreign Countries; Skill Development; Writing Skills; Cheating; Self Efficacy; Academic Language; United Kingdom (England) + Suchen Sie Ihr Suchwort? Studienberechtigung; Studienerfahrung; Plagiat; Angst; Forschungsleistung; Citations; Zitat; Selbststudium; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; Writing skill; Schreibfertigkeit; Prellen; Self-efficacy; Selbstwirksamkeit; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache
Abstract	This article examines the challenges experienced by students when developing referencing practices. There has been minimal research into students' development of their referencing skills, with referencing often considered a mechanistic skill and not worthy of attention. This paper argues that, rather, referencing is an area of practice imbued with issues of power and identity and that the difficulties students experience in this area are leading them to exhibit a lack of agency -- ultimately, a form of educational 'frailty'. Worried about plagiarism and confused by feedback, rather than developing the independent research skills we would wish, students look for instruction, and report feelings of anxiety. These themes are explored using questionnaires and interviews with a small number of undergraduate students. Based on the findings, this article concludes by making recommendations for widening our understanding of the difficulties students encounter, the need for further discussion and potentially greater scaffolding and support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01