Publications and Research
Document Type
Presentation
Publication Date
3-17-2017
Abstract
Citation practices are often taught as a list of rules, rather than a rhetorical practice necessary to the scholarly conversation. This presentation recommends some pedagogical strategies that encourage students to read citations and consider them as messages, rather than a set of rules to follow.
Included in
Information Literacy Commons, Rhetoric and Composition Commons, Scholarly Communication Commons
Comments
This work was originally published in College Composition and Communication Conference.