Throubleshooting the 'Reference in a footnote' problem (April 2014) (original) (raw)
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International Journal for the Scholarship of Teaching and Learning, 2010
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.
Academicus International Scientific Journal , 2021
Academicus International Scientific JournalISSN 2079-3715 eISSN 2309-1088 peer-reviewed Semi-annual A magazine that began in an era dominated by electronic messages now clearly is both an act of intellectual courage and fervent hope for the future. Especially in countries that are developing into modern industrial sense, such as Albania, a magazine like this could mark a turning point than the political theories still purely intuitive or dogmatically metaphors of the past Even the Albanian society, exactly like the rest, in this respect, the other technically advanced society, needs the sociological and political field In other words, the social and political relations can not be experienced in traditional magic, or just under the authority of the ‘eternal yesterday. It is time to execute a concept and practice of social development that are based on systematically responsible participation of all citizens Franco Ferrarotti Prof. Emeritus of La Sapienza University, Italy
arXiv (Cornell University), 2022
In this study, we want to identify current possible causes for citing and referencing errors in scholarly literature to compare if something changed from the snapshot provided Sweetland in his 1989 paper. Design/methodology/approach. We analysed reference elements, i.e. bibliographic references, mentions, quotations, and respective in-text reference pointers, from 729 articles published in 147 journals across the 27 subject areas. Findings. The outcomes of our analysis pointed out that bibliographic errors have been perpetuated for decades and that their possible causes have increased, despite the encouraged use of technological facilities, i.e., the reference managers. Originality. As far as we know, our study is the best recent available analysis of errors in referencing and citing practices in the literature since Sweetland (1989).
Manchester University Press eBooks, 2015
A note on citations This study inherently makes great use of data from census enumeration returns that are now easily available from online sources and are also contained in the author's database described in Chapter 1. It is not practicable or useful to give the reference for every piece of data taken from the enumeration returns, and where the text contains evidence that specifically refers to a date in the census years-1841, 1851, 1861 etc.-the reader should assume the source was the relevant enumeration return unless stated otherwise. In the citation of birth, marriage and death registration details the Registration District is abbreviated as RD, as in 'Stafford RD'. Similarly, unless stated otherwise, birth, marriage and death data have been taken from the Indices of Births, Marriages and Deaths in England and Wales, 1835-1915 and 1915-2000, published on the Ancestry database (www.ancestry.co.uk).
In a previous editorial, Onwuegbuzie, Frels, and Slate (2010) examined the characteristics and prevalence of citation errors, which occurs when authors fail "to make certain that each source referenced appears in both places [text and reference list] and that the text citation and reference list entry are identical in spelling of author names and year" (American Psychological Association [APA], 2010, p. 174). By conducting a mixed analysis (i.e., involving the combining of quantitative analyses and qualitative analyses) of 150 manuscripts submitted to Research in the Schools (RITS) over a 7-year period, were able to deconstruct the citation error into the following five types: (a) a work that is cited in text but does not appear in the reference list, (b) a work that appears in the text that is not consistent with the corresponding work that is presented in the reference list, (c) a work that is cited in the reference list but that does not appear in the text, (d) a work that appears in the text that is incomplete or inaccurate, and (e) a work that appears in the reference list that is incomplete or inaccurate. More than 90% (i.e., 91.8%) of authors, representing authors from every region of the United States, committed one or more of these five types of citation errors, rendering the citation error as the most prevalent citation error among RITS authors-being 1.6 times more prevalent than is the next most common APA error identified by Onwuegbuzie and Combs (2009)-namely, relating to the incorrect use of numbers (57.3%). Further, these RITS authors, on average, committed more than six citation errors per manuscript (M = 6.26, SD = 7.09). Even more notably, manuscripts that were accepted for publication (M = 3.62, SD = 3.56) contained statistically significantly and practically significantly (Cohen's [1988] d = 0.45) less citation errors than did manuscripts that were not accepted for publication In a previous editorial, presented the results of a mixed analysis of 150 manuscripts submitted to Research in the Schools over a 7-year period, which revealed that citation errors were committed by 91.8% of the authors. These authors concluded that citation errors not only represented the most pervasive APA error, but citation errors also predicted whether a manuscript was accepted for publication. However, these authors questioned whether the same citation error rates would be observed among manuscripts submitted to Tier I journals. Consequently, in the present editorial, we replicate and extend their work by using mixed analysis techniques to examine the citation error rate of 88 manuscripts submitted to the highest ranked educational journal, Educational Researcher, over a 3-year period. Disturbingly, 88.6% of the manuscripts contained one or more citation errors. Further, the mean number of citation errors per manuscript was 7.83 (SD = 8.59), with the number of citation errors being as high as 42. Findings also revealed that for every 4 references included, on average, 1of them represented a citation error. A multiple regression analysis revealed that every additional author of a manuscript was associated with an increase of 3.30 citation errors, on average. Further, every additional 9 references tended to be associated with an increase of 1.00 citation error. Consequently, we provide a checklist for reducing citation errors, as well as a practice exercise. We hope that the tools and strategies we provide will help authors to prevent citation errors in the future.
Wrong Citation and Non Citation
High Court , 2022
wrong citation as well as the non- citation of the enabling provisions of the laws renders the application incompetent.