Citation and referencing methodology

# Citation and referencing methodology ---- ``` Citation and referencing methodology Raphaël Grolimund | Infothèque HEG licence: CC BY last update: March 12, 2024 ``` ---- link to this document: https://hackmd.io/@grolimur/rJR4tmF_p --- ## Learning objectives ---- By the end of the session, you should be able to... 1. know the requirements for student work in terms of citing sources 2. use the tools and services available to enforce the rules 3. know the attitude to adopt in your courses ---- [TOC] --- ## Students: help them meet HEG requirements ---- HEG's information literacy policy --- ### Referencing :bookmark_tabs: ---- **What difficulties do you observe among students when adding a reference?** ---- 2023 IBM 1st year data | data | value | % | | :------ | -----: | --: | | analysed references | 431 | | | complete references | 190 | 44% | | incomplete references | 241 | 56% | ---- 2023 IBM 1st year data | données | valeur | % | | :------ | -----: | --: | | reference without author | 115 | 27% | | reference without date | 110 | 26% | | reference without author & date | 78 | 18% | ---- 2023 IBM 1st year data | data | value | % | | :------ | -----: | --: | | webpage + blog | 258 | 60% | | scientific articles | 69 | 16% | | books + chapters | 36 | 8% | ---- | data | value | % | | :------ | -----: | --: | | reports | 26 | 6% | | news articles | 21 | 5% | | other | 21 | 5% | ---- 2022 & 2023 IBM 1st year data | data | 2022 | 2023 | | :--- | ---: | ---: | | analysed references | 254 | 431 | | complete references | 32% | 44% | | incomplete references | 68% | 56% | ---- 2022 & 2023 IBM 1st year data | data | 2022 | 2023 | | :--- | ---: | ---: | | reference without author | 45% | 27% | | reference without date | 35% | 26% | | reference without author & date | 30% | 18% | ---- 2022 & 2023 IBM 1st year data | data | 2022 | 2023 | | :--- | ---: | ---: | | webpage + blog | 73% | 60% | | scientific articles | 15% | 16% | | books + chapters | 7% | 8% | ---- | data | 2022 | 2023 | | :--- | ---: | ---: | | reports | 1% | 6% | | news articles | 2% | 5% | | other | 2% | 5% | ---- Identifying the authors Find the publication date ---- Complete an incomplete reference (e.g. webpage) Understanding what Zotero does (and doesn't do) Understand what a reference list is ---- :::info **REFERENCE LIST** In the context of writing a paper, a reference list is the **list of documents cited in the paper**. No more, no less. :warning: It should not be divided by type of document, as this creates several lists and makes the reader's work more complicated. ::: ---- Identify the document type Understanding the difference between reliability and relevance ---- :::info RELIABILITY A document is more or less reliable, but its reliability is the same for everyone. The 4 main criteria we recommend students check are the authors, the publication platform, the sources cited and the publication date. ::: ---- :::info RELEVANCE A document is relevant if **it answers a research question**. If not, it may be very interesting, but not relevant. The relevance of a document varies from one person to another, depending on the project they are working on. ::: ---- THE NEW END-OF-LEVEL BOSS Searching for reliable and relevant information ---- It's worth noting that the definition of research questions, which takes place at the very beginning of projects, is another element that students struggle with. ---- :::info The Infothèque pays for access to reliable databases and platforms: https://www.hesge.ch/heg/campus/infotheque/ressources/bases-de-donnees Our mindmap provides a visual overview mindmap: https://cest.la/mindmap-en ::: ---- :::success Gathering existing information (information search, literature review) is not purely academic work: **it's a decision-making tool**. ::: --- ### Citing :pencil: ---- Why cite sources ? ---- :::info Citing demonstrates that we have built our work on the cumulative knowledge of those who came before us. It's the best way to show that you've read up on a topic and that we know what we are talking about. ::: ---- A recurring question from students: When should I quote? ---- :::info Any claim, figure, or idea requires one (or more) source(s) to support it. ::: ---- quote as is :::warning "[...] the masculine generic promotes the activation of masculine representations" **(translated from Brauer 2008, p. 255)**. ::: ---- paraphrase :::warning The use of masculine generics induces fewer responses including women than the use of epicene generics **(translated from Brauer 2008)**. ::: ---- synthetize :::warning Several studies have highlighted the benefits of inclusive writing **(Brauer 2008; Misersky, Majid, Snijders 2019; Gygax et al. 2008)**. ::: --- ### HEG citation style :computer: ---- install it `Zotero Preferences > Cite > Get additional styles...` or https://www.zotero.org/styles?q=HEG ---- ![zotero-preferences-cite-HEG-style](https://hackmd.io/_uploads/S1p6mdp6T.png) ---- Why an author-date style? ---- note style :::warning The proportion of the Swiss population (74%) who are aware of the reuse of cookie data is virtually equivalent to that of EU countries (72%)**<sup>2</sup>**. ::: ---- numeric style :::warning The proportion of the Swiss population (74%) who are aware of the reuse of cookie data is virtually equivalent to that of EU countries (72%)**[1]**. ::: ---- **author-date style** :heavy_check_mark: :::success The proportion of the Swiss population (74%) who are aware of the reuse of cookie data is virtually equivalent to that of EU countries (72%)**(OFS 2022)**. ::: ---- If the author is missing :::warning The proportion of the Swiss population (74%) who are aware of the re-use of cookie data is virtually the same as in EU countries (72%)**(ANON 2022)**. ::: ---- If the publication date is missing :::warning The proportion of the Swiss population (74%) who are aware of the re-use of cookie data is virtually the same as in EU countries (72%)**(OFS no date)**. ::: --- ### Reusing illustrations :frame_with_picture: ---- The reuse of illustrations does not fall within the scope of the quotation exception (LDA art. 25), as the law only allows to reuse an extract from a work. An illustration is a work in its own right (not an extract). ---- Students must therefore either use images published under a free license, or obtain explicit permission from the copyright holders for any work they wish to distribute (e.g. in their Bachelor's thesis). ---- It's a complex and time-consuming activity for students, made even more complicated by the fact that they're not prepared for it. --- ### Tools and services for the HEG community :hammer_and_wrench: ---- Politique de la HEG en matière de culture informationnelle [not published or translated yet, in French] ---- HEG citation style for Zotero https://www.zotero.org/styles/?q=heg ---- REF Guide: practical guide to citing and referencing sources https://cest.la/guide-ref-fr https://cest.la/guide-ref-en ---- Script to check if references are complete [not public yet] Ask a librarian :wink: ---- ZOTERO LIBRARY ![zotero-pwc-gr4-collection](https://hackmd.io/_uploads/H1rrcOa66.png) ---- SCRIPT INPUT = RIS FILE ![zotero-pwc-gr4-ris-file](https://hackmd.io/_uploads/H1JCqdap6.png) ---- SCRIPT OUTPUT ![zotero-pwc-gr4-report-output](https://hackmd.io/_uploads/B1NNo_T6a.png) ---- Classroom interventions (and collaborations) based on teachers' needs ---- Infothèque workshops (Spring) https://www.hesge.ch/heg/campus/infotheque/services/formations ---- Book a Librarian https://cest.la/book-a-librarian --- ### Working with AIs :robot_face: ---- :::danger :warning: If a reference list follows an text without in-text citations, is it reasonable to consider that the student has written that work (and carried out the required reflection)? ::: ---- Even if it's not always clear to students, **citing** and **referencing** are not 2 distinct activities. They are 2 sides of the same activity: showing the rigor with which the work has been carried out. ---- :::info Citing also means taking responsibility for the information you selected and used. An AI does not take responsibility for the information it provides. ::: ---- OpenAI terms of use https://openai.com/policies/terms-of-use --- ## Teachers' roles ---- ### Be an example Cite sources in slides Provide complete references (if possible according to HEG standards) ---- ![formation-usagers-bib-S04-E01_Page_07](https://hackmd.io/_uploads/SkU0Ej666.png) ---- ![formation-usagers-bib-S06-E01-26](https://hackmd.io/_uploads/Syt1Hsa6a.png) ---- ![formation-usagers-bib-S06-E01-28](https://hackmd.io/_uploads/HyNlBia6T.png) ---- :::danger :warning: Avoid the posture "Do as I say, not as I do". ::: ---- ### Be demanding ---- Teach students information skills Give them the opportunity to practice Require compliance with citation rules in all their works ---- :::danger :warning: Avoid the "Everyone is presumed to know the law" attitude ::: ---- ### Validate/assess ---- What happens if sources are not cited? What happens if references are incorrect and/or incomplete? ---- If citing and referencing are not evaluated, how can students understand that this is important? ---- We can help you select criteria or build a Rubric. :wink: ---- :::info Providing feedback to students helps them improve ::: ---- We can help you design the feedback provided to the students. :wink: ---- ### Relying on policy ---- HEG's information literacy policy now legitimizes the fact that teachers assess these aspects of homeworks/assignements. ---- ### Analyzing assignements with Compilatio ---- Compilatio plugin on Cyberlearn ![Screenshot 2024-03-12 at 11-08-35 Modification Devoir](https://hackmd.io/_uploads/SkTlcjaap.png) ---- Despite what Compilatio says, their tool can't detect content written by a generative AI. And if it does, it's easy to bypass detection. --- ## Need some support? :handshake: ---- **contact the Infothèque !** Building F, 4th floor infotheque@hesge.ch 022 558 64 82 https://hesge.ch/heg/infotheque

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