Teaching Referencing as an Introduction to Epistemological Empowerment
By M. Hendricks, Lynn Quinn. 2000
90 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/5e10bc5f818f69169569990031e7f3f8b0967687
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In Developmental and Educational Psychology
In Education
In Literature and Literary Theory
Citations in the corpus
- Doing away with ‘study skills’ (2006, background): “For the latter, ‘an understanding of knowledge as constructed, debated and contested’ (Angelil-Carter, 1995, cited in Hendricks & Quinn, 2000, p. 448) is necessary.”
- A framework for transition: supporting 'learning to learn' in higher education (2007, background): “Because of the disciplinary differences in the construction of knowledge, the support of subject tutors rather than that of external ‘learning experts’ is needed for students’ ‘epistemological empowerment’ (Hendricks and Quinn, 2000).”
- Undergraduate plagiarism: a pedagogical perspective (2008, background): “Unfortunately correct acknowledgement is more complex and Angelil‐Carter ( 2000 ) and Hendricks and Quinn ( 2000 ) suggest it is linked to recognition of authorial stance in academic writing and how this is indicated through the use of language and referencing, as well as to how academic texts are c”