Engineering Students' Citation Skills: Instructor Perspectives and Educational Implications
DOI:
https://doi.org/10.29173/istl2946Keywords:
Information literacy, Citation, Engineering, WritingAbstract
This article addresses the oft-noted gap between the amount of instruction students have received and the citation knowledge they demonstrate once they reach discipline-specific courses. Focusing on engineering, where this gap appears most prominently at the institution where this study takes place, this article explores the expectations of engineering instructors regarding undergraduate students' knowledge and skills related to citation practices. In a survey about their experience with undergraduate students in Oregon State University’s College of Engineering, the majority of engineering instructors indicated that both upper- and lower-division students were missing some key citation skills at both the general and disciplinary levels. In addition, engineering instructors believe that writing instructors should teach general citation practices, while engineering instructors should handle discipline-specific citations. The results of the survey affirm the importance of teaching for transfer when preparing students to translate general citation skills into a new discipline. The study highlights the need for adaptable citation instruction and suggests that further research is needed to assess citation education across various educational levels and institutions.
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