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      Citation practices of postgraduate students writing literature reviews

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            Abstract

            Writing a literature review requires highly sophisticated academic literacies. Many postgraduate students find this genre a challenge. While there is a growing awareness of the need for explicit pedagogy to support students writing this genre, many pedagogical interventions fail to move beyond a focus on citations as a stylistic convention or as a way of avoiding plagiarism. What is missing is a pedagogy that relates citing to the more complex, fluid conceptual and ontological practices that are implicit in academic contexts. The purpose of this paper is to explore the citation patterns, complexity and discursive practices in master's students' literature reviews, and to inform pedagogy.

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            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            27 March 2018
            : 16
            : 1
            : 121-135
            Article
            1474-8460(20180327)16:1L.121;1- s11.phd /ioep/clre/2018/00000016/00000001/art00011
            10.18546/LRE.16.1.11
            c0c06551-748e-40bd-9842-d840e94ca0be
            Copyright @ 2018
            History
            Categories
            Articles - General

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            PEDAGOGY,POSTGRADUATE,MASTER'S STUDENT WRITING,LITERATURE REVIEWS,ACADEMIC WRITING,ACADEMIC LITERACIES,ACADEMIC IDENTITY

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