Guidelines for Referencing and Bibliography for Professional Development

Referencing

When writing an assignment (course work not undertaken under formal examination conditions which counts towards a learner’s final mark), learners may be required to refer to the work of other authors they have researched.

To make reference in a piece of academic writing is to acknowledge the source from which the information is taken and identify the author of the work. This source can be a book, article, report, programme, film, internet website, DVD, other printed or electronic source and personal communications.

A reference is required if a learner:

• Quotes (uses someone else’s exact words)
• Copies (use figures, tables or structure)
• Paraphrases (converts someone else’s ideas into one’s own words)
• Summarises (uses a brief account of someone else’s ideas).

A reference can be made either by citing (mentioning) the author’s’ work or by direct quotation.

Citing is naming the author and publication whose work is being referred to.

Quoting is providing the exact words of the author being referred to. When a quote is used, the page number where the quote can be found must also be provided.

The Harvard Referencing system is one of the most common systems used in academic work. When using this system of referencing, the learner must include a detailed and comprehensive list of references at the end of each written assessment submitted. The names of the authors and the dates of their works are referred to in the text, and full details of the references are recorded in the reference list at the end of the text. A detailed list of references is submitted as part of the assignment.

Compiling a Reference List

A full and comprehensive Reference List must be provided at the end of each assignment. Any work or source that is referred to in the assignment must be detailed in this list:

• Sources must be credited both in the main text of the assignment and in the Reference List
• In the assignment, the surname of the author and year of publication, e.g. (Smith, 2002) must be provided
• Direct quotes from other authors’ work should be in quotation marks and the pages that the quotes came from listed, e.g. (Smith, 2002, pp.6 – 8)
• If the name of the author appears in the assignment, the year of publication should be given in brackets after the name, e.g. “Smith (2002) speaks about global warming in his book…”
• Entries in the Reference list should be in alphabetical order by author surname
• There should be a one-­‐line space between each entry

Examples of entries:

For books

Hobart, C. and Frankel, J. (1994), A Practical Guide to Child Observations, Cheltenham: Stanley Thornes

For articles

Wang, B. (2006), “Kung Fu Cult masters: From Bruce Lee to Crouching Tiger”, Film Quarterly, (60)2, pp.74-­‐75

For Websites

Maguire, C. (2005), “Understanding Disability”. Retrieved 12 December 2007 from http://www.equality.ie/index.asp

Learners sometimes think that it is inappropriate to quote or cite on every second line. While quotations should be used sparsely, regular citing is acceptable. A learner is demonstrating that they can read (Example 1 -­‐ multiple references), interpret (Examples 2 and 3) and analyse (Example 4) material. Example 5 is a quotation given to lend weight to what the writer is saying.

Examples

Example 1

A number of writers (Donohoe and Gaynor, 2003, Purcell, 2001, Leach, 1989) stress the importance of pre-­‐school education in combating disadvantage. However, (Example 3) French (2003) states that the provision of pre-­‐school education must be of a high standard and good quality in order to have any impact. This point is borne out in a recent survey in the UK reported on RTE’s ‘Morning Ireland’ (23.09.2005). (Example 4)

Example 4

Curry (2001), in his book on Irish Social Services, barely mentions pre-­‐school education at all, indicating that it is not yet a high priority in statutory services.

Pre-­‐school education is regulated by the government and there is a growing demand for, and realisation that, the State must become involved in pre-­‐school education. One thing must be appreciated in order for the development to be beneficial to all pre-­‐school age children: Example 5 “Children in early childhood learn by playing, and therefore optimal learning means freedom to play; to choose what to do, when, with whom, and for how long…to move about” (Leach, 1989: 138).

An Example of a Reference List

Boushel, M., M. Fawcett and J. Selwyn, 2000, Focus on Early Childhood, Oxford: Blackwell Science Press
Curry, J., 2001, Irish Social Services, 3 rd ed., Dublin: Institute of Public Administration
Donohoe, J. and Gaynor, F., 2003, Education and Care in the Early Years, 2nd ed., Dublin: Gill and Macmillan.
French, G., 2003, Supporting Quality, Dublin: Barnardos
Hayes, N., 2005, Early Childhood, 3 rd ed. Dublin: Gill and Macmillan
Lawlor, A., 2005, Report on Morning Ireland, RTE: 23.09.2005
Leach, P., 1989, Children First, London: Penguin Books
Purcell, B., 2001, For Our Own Good: Childcare Issues in Ireland, Dublin: Collins Press

Plagiarism

Plagiarism is knowingly passing off the words or ideas of another as one’s own. Plagiarism is a serious issue and may result in disciplinary action being taken against a learner. Examples of plagiarism include quoting or summarising material without crediting the source (books, magazines, websites, films, newspapers, television programmes, films, photos and drawings, charts and graphs), copying or using work done by another learner, buying completed work on the internet, and/or a learner getting someone else to do the work for them.

Use of the Internet

Many learners make extensive use of websites; some print off whole sections. Use of material gleaned from internet sites is acceptable only if they are recognised as official sites, for example, Irish government departments’ sites. Wikipedia is an example of a site where the information can be questionable. However, Wikipedia can be useful for getting links to official sites.

Learners should avoid relying too heavily on the internet, and should also get accustomed to using at least some books or articles. This indicates to the assessor that the learner can search for and compile information correctly. Using search engines does this, but often misses academic material.

Copyright law also applies to online materials.

This applies for assessment work up to Level 6 of the National Framework of Qualifications.

We acknowledge the use of the Student Handbook for FETAC-­‐accredited programmes, County Dublin VEC, February 2008 in compiling this article.