: Challenges and
Opportunities Teaching Users to
"Cite it Right"
Cecile Farnum and Dana Thomas
Ryerson University Library
Agenda
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What is RefWorks?
ACRL Standards
Impact on library instruction
Challenges and opportunities
RW instruction @ Ryerson and beyond
Future Directions
Discussion
ACRL Standards
The information literate student:
1.
defines and articulates the need for
information.
2.
accesses needed information effectively and
efficiently.
3.
evaluates information and its sources
critically and incorporates selected
information into his or her knowledge base
and value system.
4.
uses information effectively to accomplish a
specific purpose.
5.
understands many of the ethical, legal and
socio-economic issues surrounding
information and information technology
Components of Library Instruction
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Typically involves the tried and true
topics:
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Boolean logic
Catalogue
Databases
Peer Review
Live demo or hands-on
Referral to service points
(ACRL Standards 1-3)
The Forgotten Ones: What about
standards 4 and 5?
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Often considered to be outside of
the library realm: why?
Length of library instruction
Expertise?
Someone else’s responsibility –
faculty
 writing centre,
 initiative of individual student
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Academic Integrity (AI): what is it?
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A set of values which promote
honesty and genuine learning in
education
We hear about the ‘don’ts’ of AI:
cheating, plagiarism, paper mills,
copy and paste culture
Intentional vs. unintentional
violations of AI
Current Climate of AI
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Prevention vs. punishment model
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teachable moments
Turnitin.com as a teaching-learning tool
– stay tuned!
Promotion of AI on campus – posters,
tutorials, websites
“It takes a village” approach –
collaboration is key to building a culture
of AI
RefWorks: What is it?
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Web-based, bibliographic citation
manager
Interfacing between library
catalogues and licensed databases
Users can collect and organize
bibliographic citations
Create bibliographies
Insert in-text citations using Word
RefWorks touches on (and blurs) the
lines between:
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Traditional library instruction
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Writing support – proper citation
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Writing Centre/Peer tutors
Academic integrity – anti-plagiarism
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Library
Faculty/Writing Centre/AI Office
Software skills – Word and Write N’
Cite
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Technology support
So…how does this impact LI and
librarian roles?
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Teaching RefWorks requires knowledge
of citation styles
Inclusion of paraphrasing exercises and
examples in instruction
Troubleshooting with students on APA
style
Faculty request instruction on proper
citation style
Librarian / Writing Support?
RefWorks @ Ryerson and Beyond
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Drop-in workshops primary mode of
RefWorks library instruction
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No prerequisite knowledge of citation
styles is required
Most frequently offered as a single
session, or as a pair of basic and
advanced sessions
RefWorks Drop-in Session
The quality and accuracy of your bibliography can
make or break your essay. The rule of thumb is
this: If you’ve used any type of information while
researching your paper (for example, books,
journal articles, web sites, interviews) you MUST
give credit to the author or source of that
information in your bibliography. Failure to do so
may be considered plagiarism – a violation of the
Student Code of Academic Conduct. – that can
result in failure in the course, or a Disciplinary
Notice on your record. Learn how to manage
your research and create excellent bibliographies
using RefWorks, a powerful online tool that will
help ensure that you’ve cited all your sources the
right way.
Challenges
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Skills vary among participants
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Database searching and navigation
skills
Technical skills “I’m not very good with
computers”
Citation and bibliography experience
Familiarity with library resources in
general
Challenges (continued)
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Needs and expectations vary among
participants
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Expectation to cover citation as main
emphasis of the session
Expectation that RefWorks is 100%
automatic i.e. no editing or citation
knowledge required
Advanced users may be bored with
portions that are review of databases
and citation style rules
Special Challenges for the ‘Net Gen’
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Comfort with technology
Expectation of immediacy
Evaluation of information is difficult
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Distinguishing between different types of
online resources
Unfamiliar with print equivalents of online
resources
Attention span and multi-tasking
Unfamiliar with rationale for citation
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Postmodern ‘collage’ as norm
Technical ease of copying content from digital
Challenges for the Librarian
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Time is limited
Difficult to know how much context
is required for any given group
Difficult to “sell” RefWorks to
students who have never had to
follow a citation style
Technical requirements for
successful demonstrations
Product is updated
Missed Opportunities in Drop-in Format
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“Teachable moments”: Boolean
logic, database selection, citation
guidance, paraphrasing exercises,
evaluating information, anatomy of
citations, academic integrity
Advanced features go unnoticed?
Session cannot be customized to
suit participant needs
Steps Taken beyond Drop-in
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Formation of a RefWorks teaching team
ACS102 Learning and Development
Strategies
RW links included in academic integrity
website
Sessions for:
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subject librarians & library staff
faculty & research assistants
Instructional videos (Camtasia) online
Inspiration from other institutions
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RefWorks, Writing and Word
Instruction (see notes for
descriptions):
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University of Guelph, Ontario Canada
Claremont McKenna College, Claremont
CA USA
Many others offering 90 minute
sessions and 2 part sessions for
basic and advanced features.
Opportunities Identified
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Partnerships:
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Writing centre
Academic links
Faculty
Additional instruction options:
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Advanced Sessions
Citation sessions as prerequisite
RefWorks for theses
Virtual instruction/webcasts
RefWorks options for faculty
Future Directions
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Shared online instructional materials
integrating citation, RefWorks,
paraphrasing etc.
Integration of RefWorks materials within
course management software
Blog/wiki format for RefWorks support to
facilitate peer-to-peer knowledge sharing
about RefWorks
MOST IMPORTANTLY – extend knowledge
about RefWorks beyond the library to
create multiple pathways into RefWorks
Discussion Questions
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How do you approach RefWorks
instruction at your institution?
What kind of feedback are you
getting?
What’s working? Not working?
Are you collaborating with any
groups outside library staff re:
RefWorks promotion and support?
References & Recommended Reading
Auer, N. J., & Krupar, E. M. Mouse click plagiarism: The role of technology in
plagiarism and the librarian's role in combating it. Library Trends, 49, 415.
Bronshteyn, K., & Baladad, R. (2006). Perspectives on … librarians as writing
instructors: Using paraphrasing exercises to teach beginning information
literacy students. The Journal of Academic Librarianship, 32(5), 533-536.
Grimes, D. J., & Boening, C. H. (2001). Worries with the web: A look at
student use of web resources. College & Research Libraries, 62(1), 11-23.
Lampert, L. D. (2004). Integrating discipline-based anti-plagiarism instruction
into the information literacy curriculum. Reference Services Review, 32(4),
347-355.
Oblinger, D., & Oblinger, J. (2006). Is it age or IT: First steps toward
understanding the net generation. CSLA Journal, 29(2), 8-16.
Sheridan, J. (1992). WAC and libraries: A look at the literature. Journal of
Academic Librarianship, 18(2), 90-94.
Swartz, P. S., Carlisle, B. A., & Uyeki, E. C. (2007). Libraries and student
affairs: Partners for student success. Reference Services Review, 35(1),
109-122.
Wood, G., & Warnken, P. (2004). MANAGING TECHNOLOGY academic original
sin: Plagiarism, the internet, and librarians. Journal of Academic
Librarianship, 30(3), 237-242.
Check REFSHARE SITE for updated readings and resources
Thank you!
Cecile Farnum cfarnum@ryerson.ca
Dana Thomas d1thomas@ryerson.ca