Tag Archives: Bibliography

Keeping Track: Updating the Reading List

With the current flurry of blogposts, I run the risk of losing track of what I’ve read. Sure, I have the printouts and the online pdfs, not to mention the Dropbox cloud copies and my commentary on this blog.

MendeleyBut I still have to add the references to my e-portfolio, not to mention the Bibliography on this blog, and Mendeley. It’s all a bit complex, with having to enter them in so many places.  The bibliography and Mendeley are the places I’m most likely to go back to, so – I made a list.  My reading so far this week:-

Cassidy, Sarah, ‘School’s results go from Bottom to top, thanks to Shakespeare’, The Guardian (21 June 2016)

Clawson, James G. S. and Mark E. Haskins, Teaching Management (Cambridge University Press,2006) ;  Online Publication Date: February 2010 Online ISBN-13: 9780511617850,
Hardback ISBN-13: 9780521869751, Book DOI: http://dx.doi.org/10.1017/CBO9780511617850 (Specifically Chapters 2. Levels of Learning – one, two and three /James G. S. Clawson and Mark E. Haskins, pp.26-33; and 13. Experiential methods / By Clawson, pp.212-227)

Garrison, Jim, Stefan Neubert,and Kersten Reich, John Dewey’s philosophy of education; An introduction and recontextualization for our times (Basingstoke : Palgrave Macmillan, 2012) – e-book

Jarvis, Matt, The Psychology of Effective Learning and Teaching (Cheltenham: Nelson Thomas, 2005)- Chapters 1,3, and 4

Jeffs, Chris, ‘Reflective Learning’ (print pp.135-139) in Strategic Management (London: SAGE Publications Ltd, 2008);Print ISBN: 9781412947695,Online ISBN: 9781446216446 DOI: http://dx.doi.org/10.4135/9781446216446.n22

Kolb, David A., ‘Experiential Learning Theory and Learning Styles’ In: Encyclopedia of Management Theory  / Ed. Eric H. Kessler (Sage publications, 2013), DOI: http://dx.doi.org/10.4135/9781452276090.n84 (encyclopedia entry; print pp.277-9)

Moore, Chris, ‘If you are not updating your lectures, you could be letting your students down‘, Times Higher Education (9 June 2016)

Prawat, Richard S., “Constructivism”, in Encyclopedia of Educational Psychology, ed. Neil J. Salkind.  (Thousand Oaks: SAGE Publications, Inc., 2008); Print ISBN: 9781412916882, Online ISBN: 9781412963848, DOI: http://dx.doi.org/10.4135/9781412963848.n51  (Print p.183)

Stroebe, Wolfgang, ‘Student evaluations of teaching: no measure for the TEF‘, Times Higher Education (9 Jue 2016)


You Know You’re a Postdoc When …

Joshua Campbell compiled three fiddle books, right? And Urbani and Liston reprinted at least one.

A modern indexer said that Joshua Campbell compiled four books, counting the shorter Urbani and Liston edition as another book.  But the CONTENTS that he gives for this last publication don’t match either the first OR the second editions that Campbell himself produced.  And the dates this latest indexer gives for each volume don’t absolutely coincide with J. Murdoch Henderson’s scholarly estimations, which were done a few decades ago.

Worse still, the even earlier scholar John Glen gave markedly different dates for the first two distinct collections that Campbell produced, than the Murdoch Henderson dates that I had accepted as gospel.  Glen cited advertising.  Murdoch Henderson, more recently, didn’t mention either the advertising or Glen. Hmmm.

I know I’m a postdoc because I can’t bear all these uncertainties a minute longer: I shall be spending my Saturday morning going through to the National Library of Scotland to examine one particular volume, very closely.  I may not get anywhere with the dates – I doubt it very much – but at least I’ll know what the contents are! Truth to tell, I like bibliographical puzzles.  If I was forced to choose, I’d probably have to admit that I love paratext and its cultural implications even more than I like bibliographical puzzles, but it’s a close-run thing.

My reward after all this will be to go and hear my very dear friend (another Karen) play clarsach in Blackwell’s afterwards.  Clarsach, Blackwells and perhaps a cuppa is strong motivation to work hard in the morning!


I’ve embedded my Word document, but I am not very confident that it will look presentable in blog form.  Here goes … (You can follow comments from our shared space by clicking HERE.)


 CLASS DETAILS (adapt headings in this section to suit your learning / teaching context)

Programme / Course Title : Research Degrees at Royal Conservatoire of Scotland
Project / Topic  Lesson is linked to (if relevant):
Learning Outcome Lesson is linked to: Research Skills


Student Group: Doctoral and MPhil Students
Level (eg: P5 / S1) or context (Intergenerational..) SCQF Levels 11-12, Masters and Doctoral Degrees.
No. of students in Session 8-10


Venue / Room: Research Lab, Royal Conservatoire of Scotland
Learning Materials / Resources Online databases (RCS subscriptions and others that are freely available)
Equipment 2 x PCs, and students’ own laptops
Learning Technologies Various interactions with online databases




Lesson Title: Research and Bibliographic Skills
Context: Annual seminar providing instruction on research and bibliographic skills to the research students at the Royal Conservatoire of Scotland, Monday 19th May, 6-7 pm.  Although one of a series of evening events run for our research community, this particular session is not publicly advertised, but is offered to students engaged in research. It is stand-alone, insofar as it does not fit into a formal curriculum or structured series of classes.
Lesson Learning Outcomes* The verbs used to describe the learning outcome should be appropriate to the level and stage of development of the learners the lesson is for (Use CfE Outcomes / SCQF level descriptors or other Indicators as appropriate). SCQF Characteristic 2 (PRACTICE: APPLIED KNOWLEDGE, SKILLS AND UNDERSTANDING) requiresstudents at Levels 11 and 12 to demonstrate competence ‘in applying a range of standard and specialised research and/or equivalent instruments and techniques of enquiry.’The research students will explore some key databases and bibliographic tools, and learn to exploit them as techniques of enquiry and documentation.
By the end of this session students should be able to:  
Recognise key research resources and freely available bibliographic citation software
Devise search strategies to retrieve relevant research literature
Compile a bibliography suitable for scholarly writing.
  1. .
Recognise these research capabilities as essential for a future academic career, but also as employability skills in the wider sense.
Time Available: 60’


Tutor will email research students in advance of the seminar, advising them of the topics to be covered, and inviting them to come prepared to discuss web applications and methodologies that they have already encountered.


Lesson Structure*


Estimated Time for Completion Teacher Activity Learner Activity Resources/Notes
17.00-17.05 Introduction to the learning outcomes and structure of the seminar
17.05-17.10 Overview of some key sources
17.10-17.20 Tutor moves between pairs, inviting students to use computers as appropriate to demonstrate resources they already know Students discuss in pairs: share with each other one research database you find useful; the steps you have taken to begin your bibliography; any concerns about using e-resources PCs and laptops
17.20-17.30 Tutor calls group back, inviting each pair to introduce each other’s favourite web resource and bibliographic methodology, and any concerns about e-resources Students describe each other’s favourite web resource and bibliographic methodology, and any concerns about e-resources PCs and laptops
17.30-17.40 Tutor picks up and addresses issues arising from the discussion. Students’ earlier observations direct the nature of the discussion. Students are invited to suggest topics for demo searches PCs and laptops
17.40-17.55 Tutor demonstrates her own use of Mendeley as a bibliographic tool, and introduces Zotero. Also Diigo; and a low-tech alternative to online technologies for bibliography. Any student using Zotero invited to demo how they use it. PC
17.55-18.00 Summary: recap on topics covered in this session.To conclude, explain that tutor will email all students to follow-up this session; further training can be arranged if requested directly or via Research Lecturer. Students invited to identify which of these resources they might find worthy of further exploration.Any questions?


* Your Lesson structure should include:


Time to introduce tasks/activities to the group

Time for students to engage in the activities (either independently, or in groups).

Time for formative assessment/feedback (to check learning and understanding).

Time to link lesson to other activities and time to set out any independent learning tasks learners are expected to engage in before your next session with them.