Citation Practices Research Articles

The Implications and Efficacy of Online Verification Tools in Scientific Research and Citation Practices

The credibility and reliability of scientific literature form the foundation of robust research practices. As the volume of published scientific articles grows exponentially, so does the challenge of verifying their authenticity and trustworthiness. This study embarks on an investigation into the methodologies employed for verifying scientific articles and explores the implications and efficacy of emergent online verification tools in the process. Leveraging both qualitative and quantitative methods, including in-depth literature review, surveys, and data analysis, the research elucidates the current verification landscape and gauges the impacts of technology-enhanced practices. Preliminary findings suggest that online verification tools significantly enhance the speed and accuracy of article verification, indexing, and citation processes, contributing positively to research integrity. However, potential pitfalls, such as dependence on the reliability of digital databases and algorithmic errors, necessitate the prudent and supplementary use of these tools. The research highlights the potential of online tools in streamlining verification processes, upholding scientific rigour, and informs future technological innovations in scientific publishing and citation practices.

Citation Culture in the Scientific Text and Verification of Borrowings

The scientific library historically serves the purposes of education, assists scientific research and integration of information into the body of knowledge. Without the qualitative maintenance of these auxiliary processes, the development of science is impossible. The library retains the status of a keeper of verified and systematized knowledge. In modern conditions, the process of searching and integrating information is simple and accessible. However, freedom and simplicity of obtaining facts and using various tools to compile integral language constructions entails a number of negative effects, including illegal borrowing, falsification and irresponsible use of text generation systems for scientific publications. The purpose of the article is to analyze the problems of citation culture changes caused, among other things, by the emergence of new technologies for artificial text generation. The main provisions of the article are based on the observation and experience of examining scientific manuscripts in order to detect illegal borrowings accumulated by a group of specialists in the Russian State Library over the past decade. This activity is not limited solely by the instrumental detection of plagiarism, but it is also focused on comparison of various citation practices in scientific papers. The problems of citation analysis, the influence of citation culture on the process of research verification are considered. Special attention is paid to the tools for artificial text generation that are actively included in the practice of writing academic texts.

WORKSHOP PENYUSUNAN SKRIPSI, PUBLIKASI ILMIAH DAN PEMBUATAN POSTER ILMIAH BAGI MAHASISWA TINGKAT AKHIR JAKARTA GLOBAL UNIVERSITY

Enhancing the academic capabilities of senior-level students in higher education involves a series of pivotal tasks such as completing a thesis, publishing scholarly works, and creating scientific posters. However, the execution of these tasks still encounters several challenges, including limitations in academic writing skills, a restricted understanding of enhancing writing quality, as well as a deficiency in comprehending ethical writing aspects, such as avoiding plagiarism and employing proper citation methods. Moreover, there are challenges in embarking on the path toward publication and within the overall writing process. In this context, the purpose of organizing the workshop is to provide an in-depth understanding of essential elements within these three areas. This encompasses enhancing writing skills, enriching the understanding of ethical writing to mitigate instances of plagiarism, and ensuring accurate citation practices. Furthermore, it aids participants in grasping research requisites and guidelines, while elevating awareness of academic norms. Crafting a thesis necessitates an understanding of fundamental principles and established regulations, while scholarly writing involves formulating strategies and meticulously presenting research outcomes. The creation of scientific posters also plays a crucial role in effectively conveying research findings visually. This workshop offers practical guidance and training in these aspects, including elucidating formats, arranging layouts, and employing tools such as the Canva application. The outcomes of this workshop materialize in the form of attraction, enthusiasm, and a profound understanding among participants regarding thesis writing methods, scholarly work composition, and research poster presentations. Participants have mastered the use of the citation tool Mendeley, as well as the implementation of Canva in designing research posters. This workshop has been successfully conducted and serves as a platform to advance the academic careers of participants. The workshop is deemed successful to sharpen the skills and self-confidence of participants in thesis writing, precise citation utilization, and crafting scholarly writing effectively.

An exploratory study of English as a Second Language students’ “citation” patterns in multimodal writing

This study explores how English as a Second Language (ESL) students make reference to outside sources and incorporate textual repetition using multimodal resources in a video project. ESL students’ source use and citation practices have been studied extensively in the context of traditional text-based writing. However, little attention is paid to the issue of making citations in multimodal writing, despite the fact that multimodal writing has been a popular topic in recent decades. The current study bridges this gap by analyzing the cases of multimodal citation in 14 videos created by ESL students in a first-year composition course, accompanied by insights from two students. The analysis yields three patterns of incorporating sources—concurrently afforded, verbally afforded, and visually afforded citations—that employ different combinations of visual and audio resources. Direct quotations are incorporated as part of the narration as well as the visual representation. These multimodal citations and quotations fulfill three broad rhetorical functions: attribution, exemplification, and establishing links between sources. There is also evidence of knowledge transfer across genre and cultural boundaries. This study provides insights into how modal affordances could be leveraged to acknowledge propositional content in creative and rhetorically effective ways. It provides pedagogical ideas for designing multimodal assignments to engage students in the critical discussion of audience, intertextuality, and discourse community.

Was There an Administrative Revolution?

AbstractThis essay takes a close look at Maura Dykstra's monograph Uncertainty in the Empire of Routine (Harvard Asia Center, 2022). It analyzes the book's multitude of problems, such as its flawed conception, numerous factual blunders, failure to engage existing scholarship, problematic choice of primary sources, and dubious citation practices. Most significantly, this essay aims to provide ample evidence to demonstrate how the book systematically misrepresents the majority of its primary sources to support an untenable thesis. It argues that the book's central claims are ungrounded in evidence.

Reporting quality of abstracts and inconsistencies with full text articles in pediatric orthopedic publications

Backgrounds should provide a brief yet comprehensive reporting of all components of a manuscript. Inaccurate reporting may mislead readers and impact citation practices. It was our goal to investigate the reporting quality of abstracts of interventional observational studies in three major pediatric orthopedic journals and to analyze any reporting inconsistencies between those abstracts and their corresponding full-text articles.MethodsWe selected a sample of 55 abstracts and their full-text articles published between 2018 and 2022. Included articles were primary therapeutic research investigating the results of treatments or interventions. s were scrutinized for reporting quality and inconsistencies with their full-text versions with a 22-itemized checklist. The reporting quality of titles was assessed by a 3-items categorical scale.ResultsIn 48 (87%) of articles there were abstract reporting inaccuracies related to patient demographics. The study's follow-up and complications were not reported in 21 (38%) of abstracts each. Most common inconsistencies between the abstracts and full-text articles were related to reporting of inclusion or exclusion criteria in 39 (71%) and study correlations in 27 (49%) of articles. Reporting quality of the titles was insufficient in 33 (60%) of articles.ConclusionsIn our study we found low reporting quality of abstracts and noticeable inconsistencies with full-text articles, especially regarding inclusion or exclusion criteria and study correlations. While the current sample is likely not representative of overall pediatric orthopedic literature, we recommend that authors, reviewers, and editors ensure abstracts are reported accurately, ideally following the appropriate reporting guidelines, and that they double check that there are no inconsistencies between abstracts and full text articles. To capture essential study information, journals should also consider increasing abstract word limits.

Tracing data: A survey investigating disciplinary differences in data citation

Abstract Data citations, or citations in reference lists to data, are increasingly seen as an important means to trace data reuse and incentivize data sharing. Although disciplinary differences in data citation practices have been well documented via scientometric approaches, we do not yet know how representative these practices are within disciplines. Nor do we yet have insight into researchers’ motivations for citing—or not citing—data in their academic work. Here, we present the results of the largest known survey (n = 2,492) to explicitly investigate data citation practices, preferences, and motivations, using a representative sample of academic authors by discipline, as represented in the Web of Science (WoS). We present findings about researchers’ current practices and motivations for reusing and citing data and also examine their preferences for how they would like their own data to be cited. We conclude by discussing disciplinary patterns in two broad clusters, focusing on patterns in the social sciences and humanities, and consider the implications of our results for tracing and rewarding data sharing and reuse.

The Gender Citation Gap in Human Geography: Indications from Germany, Austria, and Switzerland

The Matilda effect describes the phenomenon that findings generated by women receive less recognition in the scientific community than those generated by men. The Matilda effect is particularly consequential in citation practice. Unequal citation rates of men and women have a direct impact on scientific career opportunities. This article traces the Matilda effect in German-speaking human geography: From a network analysis perspective, the citation relationships of 150 geography professors in more than 4,000 publications are evaluated. The results show a clear gender citation gap emerging from a gender bias. Other explanations such as structural aspects and specific network characteristics can be excluded as explanations.

Miranda's Quest

Searching is basic to all work with books. Often routine and obvious, it can also be laborious, problematical, time-consuming, and dependent on special skills, expertise, and insights. It requires a knowledge of bibliographical sources, often uncommon, idiosyncratic, and unusual in their citation practices. Above all, especially when it is difficult, it can be a learning experience.

TEACHING METHODS OF CREATING SCIENTIFIC STYLE TEXTS FOR MASTER AND PHD STUDENTS

Academic writing is an obligatory discipline of study in master's and doctoral studies. The assimilation of this subject should develop the student's skills to create analytical and scientific texts.
 Therefore, studying academic writing is part of the study of rules of the scientific community. These rules are learned step by step, by writing texts and discussing them with different readers, giving and receiving feedback.
 Collaborative peer-review, as a learning approach, is also useful as it strengthens feedback and collaboration skills. In many academic communities, texts are written by collaboration, and scientific publications go through a peer-review process in which experts in the field read and comment on manuscripts.
 Academic writing requires a review of previously done research. When searching for existing articles based on existing research, students should understand the methods of finding scientific works and be able to critically evaluate sources of information. The subject of the study and discipline largely determine which sources students should use in their work.
 The aim of teaching academic writing at the master's or doctoral level is to achieve a high quality of research papers submitted for the defense of the degree.
 The main task of the programs is also the development of research skills in students, teaching them to search for the information they need, such as:
 a) Viewing new literature on the subject (limiting the search to novelties) or visiting the library and locating the theme of interest in the catalogue;
 b) Performing a search for information related to the subject in the databases of libraries;
 c) Selection of interesting sources of information from references in the research literature that were found in databases;
 d) Acquaintance with the style of citation adopted in a particular program.
 Different topics may have their own citation practices, for which students receive guidance from program or librarians. It is recommended that you familiarize yourself with the practice of citing sources early in the writing process.
 Thus, the library is an indispensable resource for the formation of skills and training of students to create scientific texts.
 The Ilia State University used two teaching methods for master and PHD Students: Project method and Peer review method.
 The proposed article details the results of a study that compares the two teaching methods, their effectiveness and preference, as well as a comparison of the quality of written papers submitted for defense of the degree, after the training phase of both methods.

The impact of gender on citation rates: An observational study on the most cited dental articles

ObjectiveThis cross-sectional study aims to determine whether the gender of the authors plays a role in the position of authorship within the 100 most cited articles in dentistry. MethodsAn electronic search was performed in October 2022 in the SCOPUS database, considering filters by 'subject area' [dentistry], 'document type' [article], and 'source type' [journal]. The search was performed without restriction on the study design, publication yearor language. Information regarding each article was then extracted. The gender of the first and last author was determined by associating their first names with the probability of the name being male or female, using the Genderize database. Comparative evaluation of gender distribution was performed with the Chi-Square test. ResultsArticles ranged from 5214 to 579 citations. Included studies were published between 1964 and 2019, with the majority being from journals with the highest impact factors in the field. There were statistical significance differences between the gender distribution of the first and last authors, with a predominance of man in both authorships positions (all p<0.00). Only 15% and 12.6% the most cited papers in dental research presented a woman as first and last authors, respectively. ConclusionIn conclusion, female authors are not as regarded as male authors in prestigious authorship positions in the most cited dental publications, and gender bias can still be considered prominent in the dental research community. Clinical relevanceThe findings of the present study indicate that the gender imbalance in citation practices, reported in several areas, also occurs in the field of Dentistry. It is essential that more discussions be raised about gender disparities and about the female presence in the scientific community.

Signing data citations enables data verification and citation persistence

Commonly used data citation practices rely on unverifiable retrieval methods which are susceptible to content drift, which occurs when the data associated with an identifier have been allowed to change. Based on our earlier work on reliable dataset identifiers, we propose signed citations, i.e., customary data citations extended to also include a standards-based, verifiable, unique, and fixed-length digital content signature. We show that content signatures enable independent verification of the cited content and can improve the persistence of the citation. Because content signatures are location- and storage-medium-agnostic, cited data can be copied to new locations to ensure their persistence across current and future storage media and data networks. As a result, content signatures can be leveraged to help scalably store, locate, access, and independently verify content across new and existing data infrastructures. Content signatures can also be embedded inside content to create robust, distributed knowledge graphs that can be cited using a single signed citation. We describe applications of signed citations to solve real-world data collection, identification, and citation challenges.

Nda-nwendaaganag (All My Relations)

There is a scholarly gap regarding how to cite Nda-nwendaaganag (All My Relations) in academic writing. Nda-nwendaaganag encompasses both the animate and inanimate beings referred to as ‘All My Relations’. I have devised several ways for Indigenous scholars to refer to "All My Relations," because they are our collaborators, co-creators, and idea generators. The purpose is we acknowledge, honor, respect, celebrate, and to express our gratitude to Nda-nwendaaganag as contributors to our written work. In order to create the various methods for Nda-nwendaaganag, I gained motivation from the Baawaajige (Dream) Methods for citation inspiration (Shawanda, 2020). It was considering the critical moments in our time to record the source of knowledge, sacred space, and within seasons to capture when "All My Relations" shared and guided our knowledge. I categorize citation sources from an Anishinaabk worldview on the animate or inanimate. They are distinct in terms of how the information should be recorded for citation purposes. This includes things like the time of day/season, specific locations, and the geography of the generated theme, message, or idea. This will provide Indigenous students, scholars, and researchers to further decolonize settler knowledge systems. I hope that this resource will be useful to students, scholars, and researchers. I understand that it will not be accepted as valid citation practice within western sources, but it is a first step toward honouring and acknowledging Nda-nwendaaganag.

Citation Cartels in Medical and Dental Journals.

Citation cartels are groups of researchers who excessively cite each other's work to artificially inflate their citation counts and enhance their reputation. The practice of the citation cartel involves journals agreeing to cite each other's publications to boost their own impact factors. The citation cartel has been criticised for distorting the impact factors of participating journals and undermining the integrity of the scientific process. Citation cartels can take many forms, including reciprocal citing, where researchers agree to cite each other's work in exchange for citations. Citation cartels often involve a small group of researchers who are closely connected and who may be deliberately hiding their activities. To combat citation cartels, journals should use software tools to identify patterns of suspicious citing behaviour and should implement policies that encourage transparency and discourage self-citation. Journals should be held accountable for unethical citation practices, and researchers should carefully evaluate before submission. Key Words: Citation, Citation index, Self-citation, Impact factor.

Practice Guidelines for Difficult Airway Management: Comment: Erratum.

Erratum| May 2023 Practice Guidelines for Difficult Airway Management: Comment: Erratum Anesthesiology Newly Published on May 2023. doi: https://doi.org/10.1097/ALN.0000000000004628 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Cite Icon Cite Get Permissions Search Site Citation Practice Guidelines for Difficult Airway Management: Comment: Erratum. Anesthesiology Newly Published on May 31, 2023. doi: https://doi.org/10.1097/ALN.0000000000004628 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAll PublicationsAnesthesiology Search Advanced Search In the author list of the correspondence beginning on page 514 in the October 2022 issue, Dr. Pete G. Kovatsis was incorrectly listed as “Peter”. The publisher regrets the error. The online version and PDF of the article have been corrected. DOI: 10.1097/ALN.0000000000004628 You do not currently have access to this content.

Unsexing citation: Closing the gender gap in global public law

Abstract Gender equality matters in the global public law academy for at least three reasons: the production of diverse scholarship, and substantive equality of opportunity for, and the equal exercise of social power by, female-identifying scholars. And while the global public law academy is in many ways becoming more diverse and inclusive, a great deal of work remains to be done to achieve true gender equality, especially after COVID-19, given its impact on geographic and gender (in)equality. In this article, we examine one important dimension to gender equality in the global public law academy: the degree to which articles by female-identifying scholars are cited at rates comparable to those authored by male-identifying scholars. To do so, we construct a unique database of articles published and cited within I•CON itself and use a variety of empirical techniques to analyze this data. Doing so, we find a clear pattern of gendered citation in global public law: while 37% of I•CON articles are authored by at least one female, only 25% of citations include at least one female author. We explore a variety of gendered and non-gendered explanations for the pattern. Perhaps our most striking finding is that male-author teams cite female authors at lower rates than author teams that have at least one female author, an effect that persists even when we account for self-citation, time trends, and the reputation of the cited authors. Notably, female authors cite female scholars at about the same rate as which they are published; the gender citation gap appears to be driven by the citation practices of male scholars alone. This finding suggests that implicit bias in citation, especially by male authors, cannot be ruled out. We therefore explore potential gender-conscious responses to the phenomenon.

The Forms of Citation Practices in the Undergraduate Students’ Theses in English Language Teaching

This study aims to find out the forms used in citation practices of ELESP undergraduate students’ theses at Universitas Negeri Jakarta. This research uses both quantitative and qualitative methods, which employ a corpus-based analysis. The analysis is conducted by adopting Hyland (1999)’s framework of citation category and citation integration as proposed by Swales (1990). The data source of this research consists of 50 theses in English Language Teaching (ELT), especially the introduction and literature review chapters, written by ELESP undergraduate students published from 2018 to 2022 in the repository of UNJ. The results revealed that ELESP undergraduate students frequently use summary and generalization in the introduction and literature review chapter. Furthermore, the use of integral and non-integral forms in the two chapters have nearly the same frequency, which indicates that the students focus on the actions of researchers as well as emphasize the research itself in the cited sources.

The Academy and the Courts

In a recent article, Chief Justice of the High Court of Australia Susan Kiefel’s vision explores the symbiotic relationships between the courts and the academy, suggesting that academic writing can be a valuable resource for the judiciary. This suggestion raises the question, propounded in this article, that there is value for both the judiciary and academy to identify what judges cite and where academies should aim to publish. The literature review reveals two different approaches to academic citations, namely, that the High Court of Australia regularly cites the academy, but state supreme courts rarely cite academic material. This article aims to fill a gap in the existing literature to examine citation practices in two Australian territories: the Northern Territory and the Australian Capital Territory. Using the law-as-data and citation counting method, the article examines data published from 2010 to 2019 by the supreme courts of the two territories. It compares this data to the existing research of the state supreme courts and finds that the citation patterns of the supreme courts in the territories are consistent with those in the existing literature: in brief, the judiciary cite few publications, predominantly books. The data shows that there is a trend of decline in citing academic work by the judiciary in both territories. This trend is alarmingly problematic for the academy writing for the judiciary, and the potential of a flow-on effect of an ongoing and detrimental diminution of the symbiotic relationship envisioned by Kiefel CJ.

Literatur im DaF-Unterricht: einige kritische Anmerkungen

Finding a German publication in the field of foreign language acquisition that does not explicitly mention the role of literature would be an anomaly. Within DaF (German as a foreign language), the position occupied by works of literature has been subjected to no or very little scrutiny in the past decades. Simultaneously, it has become fashionable to criticise the (supposed) deficiencies of the pragmatic and competence-driven approach to teaching. The paper offers a critical examination of the theoretical underpinnings as well as the arguments often employed by the proponents of the use of literature in teaching. The findings hint at misleading citation practices, the absence of empirical research in the area as well as problematic argumentation at times.

Alternative metrics, traditional problems? Assessing gender dynamics in the altmetrics of political science

Altmetrics are an emerging form of bibliometric measurement that capture the online dimension of scholarly exchange. Against the backdrop of both a higher education landscape increasingly focused on quantifying research productivity and impact, as well as literature emphasising the need to address gender bias in the discipline, we consider whether and how altmetrics (re)produce gendered dynamics in political science. Using a novel dataset on the Altmetric Attention Scores (AAS) of political science research, we investigate two questions: Do AAS vary by gender? And how do AAS relate to gendered social media dynamics? We find that AAS reproduce gendered dynamics found in disciplinary publication and citation practices. For example, journal articles authored exclusively by female scholars score 27% lower on average than exclusively male-authored outputs. However, men are also more likely to write articles with an AAS of zero. These patterns are shaped by the presence of high-scoring male “superstars” whose research attracts much online attention. Complementing existing scholarship, we show that the AAS closely overlaps with virality dynamics on Twitter. We suggest that these gendered dynamics may be hidden behind the seemingly neutral, technical character of altmetrics, which is worrisome where they are used to evaluate scholarship.