Peer Research

Consultant Handbook
TABLE OF CONTENTS

Job Basics ......................................................................................................................................................................5

Contract ...........................................................................................................................................................6

Student Expectations .......................................................................................................................................8

Policies ............................................................................................................................................................9

Dress Code ........................................................................................................................................9

Absences and Tardiness ....................................................................................................................9

Breaks ...............................................................................................................................................9

Time Sheets ..................................................................................................................................... 10

What to Expect in your Shift ......................................................................................................................... 11

At the Library .................................................................................................................................. 11

At the Writing Center ...................................................................................................................... 11

PRC Blog ........................................................................................................................................ 11

Projects............................................................................................................................................ 11

A Scholarship Opportunity ............................................................................................................................ 12

Dunbar Library ............................................................................................................................................................ 13

Maps .............................................................................................................................................................. 14

Introduction to Subject Librarians ................................................................................................................. 18

When to refer .................................................................................................................................. 19

Research Guides .............................................................................................................................. 19

Learning Outcomes for Library Instruction .................................................................................... 20

Online sites to use ......................................................................................................................................... 22

SharePoint ....................................................................................................................................... 22

Q & A Filet ..................................................................................................................................... 23

iDesk Student Blog ......................................................................................................................... 23

TIDBIT ........................................................................................................................................... 23

Chat Reference ................................................................................................................................ 24

Finding resources in the Library.................................................................................................................... 27

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 Libraries website ............................................................................................................................. 27

OhioLINK ....................................................................................................................................... 28

SearchOhio ...................................................................................................................................... 29

Print resources ................................................................................................................................. 30

Databases ........................................................................................................................................ 33

Interlibrary Loan ............................................................................................................................. 36

The STAC ..................................................................................................................................................... 37

Technology .................................................................................................................................................... 38

Phones ............................................................................................................................................. 38

Printers & Copiers ........................................................................................................................... 38

Scanners .......................................................................................................................................... 39

Microfilm ........................................................................................................................................ 40

For patrons with disabilities ............................................................................................................ 40

The reference interview ................................................................................................................................. 41

Referral list .................................................................................................................................................... 42

Policy on confidentiality of patron information ............................................................................................ 43

Library glossary............................................................................................................................................. 44

Writing Center ............................................................................................................................................................. 46

Writing Coach handbook selections .............................................................................................................. 47

Section 1: Logistics ......................................................................................................................... 47

Section 2: Sessions .......................................................................................................................... 49

Section 3: Out-of-Session Activities ............................................................................................... 55

Section 4: Resources ....................................................................................................................... 59

Writing Center mission & services ................................................................................................................ 61

Session blocks ............................................................................................................................................... 61

FAQ ............................................................................................................................................................... 63

Citation styles .............................................................................................................................................................. 65

APA Style...................................................................................................................................................... 66

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 Chicago/Turabian Style ................................................................................................................................. 81

IEEE Style ..................................................................................................................................................... 92

MLA Style ..................................................................................................................................................... 98

Training activities ........................................................................................................ Error! Bookmark not defined.

Who & where to send people ........................................................................ Error! Bookmark not defined.

Basic catalog searching ................................................................................. Error! Bookmark not defined.

Locating & organizing books ........................................................................ Error! Bookmark not defined.

Online resources ............................................................................................ Error! Bookmark not defined.

Chat reflection ............................................................................................... Error! Bookmark not defined.

Known item searching ................................................................................... Error! Bookmark not defined.

Technology & materials ................................................................................ Error! Bookmark not defined.

Fall weekly readings & reflections .............................................................................. Error! Bookmark not defined.

Week 1: Multiple intelligences/literacies ...................................................... Error! Bookmark not defined.

Week 2: LOC vs Dewey ................................................................................ Error! Bookmark not defined.

LOC Test......................................................................................... Error! Bookmark not defined.

Week 3: Reference interview ........................................................................ Error! Bookmark not defined.

Week 4: Peer review...................................................................................... Error! Bookmark not defined.

Week 5: Citation styles.................................................................................. Error! Bookmark not defined.

Week 6: Information literacy ........................................................................ Error! Bookmark not defined.

Week 7: Difficult patrons .............................................................................. Error! Bookmark not defined.

Week 8: Diversity.......................................................................................... Error! Bookmark not defined.

Week 9: First year students ........................................................................... Error! Bookmark not defined.

Week 10: Graduate students .......................................................................... Error! Bookmark not defined.

Week 11: Common text ................................................................................. Error! Bookmark not defined.

Week 12-13: This I believe ........................................................................... Error! Bookmark not defined.

Week 14: Assessment .................................................................................... Error! Bookmark not defined.

Week 15: Reflection ...................................................................................... Error! Bookmark not defined.

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Spring weekly readings & reflections .......................................................................... Error! Bookmark not defined.

Week 1: Setting goals & planning ................................................................. Error! Bookmark not defined.

Week 2: Reference interview p2 ................................................................... Error! Bookmark not defined.

Week 3: Fake news ....................................................................................... Error! Bookmark not defined.

Week 4: Citation styles (MLA & APA) ........................................................ Error! Bookmark not defined.

Week 5: Citation styles (Chicago & IEEE) ................................................... Error! Bookmark not defined.

Week 6: Handling difficult situations ............................................................ Error! Bookmark not defined.

Week 7: Diversity.......................................................................................... Error! Bookmark not defined.

Week 8: Spring Break ................................................................................... Error! Bookmark not defined.

Week 9: Leadership ....................................................................................... Error! Bookmark not defined.

Week 10: Communication skills ................................................................... Error! Bookmark not defined.

Week 11: Study skills .................................................................................... Error! Bookmark not defined.

Week 12: Critical thinking ............................................................................ Error! Bookmark not defined.

Week 13: Professional development ............................................................. Error! Bookmark not defined.

Week 14: Career prep .................................................................................... Error! Bookmark not defined.

Week 15: Reflection ...................................................................................... Error! Bookmark not defined.

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JOB BASICS

In this section, you will find:

Your contract
Policies
+ Dress Code
+ Absences & Tardiness
+ Breaks
+ Time Sheets
What to expect in your shift
+ At the Library
+ At the Writing Center
+ SRA Blog
+ Projects
A scholarship opportunity

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CONTRACT

UNIVERSITY LIBRARIES/UNIVERSITY WRITING CENTER

PEER RESEARCH CONSULTANT CONTRACT
I. Policies for Student Employees

I, ____________________________________________, do hereby agree to follow and abide by these

Policies for Student Employment.
1. The first 30 days of employment are probationary. If after 30 days, work performance has not
been achieved or consistently met the expected standards, employment will cease.

2. Student employees should dress appropriately for a semi-professional office setting. This includes
neat and clean clothes, without tears or holes. Students will take care not to wear attire that is too
revealing of skin or undergarments and will use good judgment by wearing footwear and headwear
that is appropriate for an office setting. This is determined at the discretion of the supervisor and the
student may be sent home as a result of inappropriate clothing.

3. The student will be given a black polo shirt issued by the Library to wear while on shift. They are
allowed to wear a plain black polo, reasonably similar to the Library-issued one, providing that it
meets the dress code outlined above. Wear your polo (or similar alternate) and nametag at both
desk locations.

4. As a rule, personal work should not be done on University time. When an assignment or project
is completed, the student employee should see out his/her supervisor for another work-related
assignment. If all projects are currently completed, then homework may be worked on, but
only as long as it does not conflict with any job assignment.

5. Library and Writing Center computers are University property. Students will not use the library
computers for any illegal downloading or other nefarious activities (or playing games or
watching movies). Students will also not use headphones at the service desks. Students who violate
this policy are subject to dismissal.

6. Each student will complete a work schedule for his/her supervisor. It is expected that all assigned
hours will be worked unless arrangements are made in advance with the supervisor.
a. All excused time off must be approved at least one week in advance by the Student
Supervisor. If time off is approved in person or by phone, follow up with an email to the
Student Supervisor to confirm.
b. If the student is too sick to come into work or they have an emergency preventing them from
working, they will call the Student Supervisor as soon as possible before their shift begins. If
they are missing an Information Desk shift, they will also notify the Information Desk.
Follow this up with an email to the Student Supervisor if done by phone. For the protection
of the student and University, if there are an excessive number of absences (as determined by
the Student Supervisor), a doctors note will be required.
c. Time cards are due the Friday at the end of the pay period. Falsification of time-in/time-out
records is grounds for immediate termination.

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 7. Students should receive permission before making personal phone calls or text messages during
working hours.

8. Students will not eat at either the Information Desk or Writing Center. All food must be
consumed on breaks away from the desks.

9. Students will not have personal visitors at either desk location.

10. Office supplies are to be used only for University purposes and not for personal use. This personal
use of equipment includes the copier machines and printers using department cards or funds.

I understand that my employment may be terminated for failure to follow the Library or Writing Center
procedures. I understand that Library or Writing Center staff may use progressive discipline including
verbal and written warnings to help improve my performance, but that failure to improve may result in
termination.
I, __________________________________________________, have read and understand the office
expectations for the University Libraries and Writing Center collaborative peer research consultant
position. I understand that as a student employee I am a representative of Wright State University. As
such, I understand that the decisions I make should reflect positively on the University.
I understand that I must abide by all policies listed in the Student Employment Handbook, found at
www.career.wright.edu.
I understand that if I ever have any concerns or issues that need to be brought to a supervisors attention,
that I should first go to my supervisor to discuss the issue. If, for some reason, I am not comfortable
discussing my concerns with my supervisor, then I should go to the Head of the Instruction and Research
Services department. The University has an open door policy when it comes to receiving feedback or
assisting student employees.

__________________________________________________________ ___________________
Student Signature Date

__________________________________________________________ ___________________
Supervisor Signature Date

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STUDENT EXPECTATIONS

Be Reliable: Show up on time for work when you are scheduled. If you are sick or
1 running late, call your supervisor and/or the Information Desk to let them know. If you
need time off or to leave your scheduled shift early, let your supervisor know ASAP.

Be Professional and Friendly: Behave professionally (respectful, nonjudgmental,

2 conscientious, reliable, inquisitive, ethical, & honest) and friendly in the office. We want
to provide a warm and welcoming environment that feels safe for everyone.

3 Dress Professionally: Business casual is a good practice for our desks. Exercise pants,
pajamas, tank tops, and hoodies are not appropriate work attire.

Complete Tasks as Assigned, but Allow for Flexibility: When you are working, we expect

4 you to keep busy (no Facebook, personal email, etc. unless its during your break). We will
assign various tasks and expect you to complete them in a timely manner. At the same time,
there will be times when we have to switch gears, so please allow for flexibility.

Understand and Respect Confidentiality: You may gain access to personal information
5 that requires you to be discrete (see: Policy on Confidentiality of Patron Information, p.42).
Do not share anything personal that you see or hear with anyone outside of the office.

Communicate: Because there may be more than one person working on a project, it is
6 important to keep organized and communicate about what tasks may have been completed
and where things are left off. At the end of each shift, be sure to make notes about where
you have left off with your projects.

Take Opportunities to Learn: This position has a variety of tasks associated with it. Take
7 each project and task assigned as an opportunity to learn something new. Ask as many
questions as you want. If you find something cool or have a neat idea, dont hesitate to share it!

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POLICIES

Dress Code

Required each shift: Your black polo (Library-issued or one you purchased) & nametag
Preferred attire: Business casual
Absolutely no: Exercise pants, pajamas, short skirts or shorts, clothes with holes or tears, tank tops,
hoodies, revealing clothing, hats

Absences and Tardiness

If you need to request time off, notify your supervisor as soon as possible, but no later than one week
before the day(s) that you need.
If you are running late, notify your supervisor. More than two late arrivals merit a warning. Three or more
late arrivals merit disciplinary action, up to and including termination.
If you are sick or have an emergency that prevents you from working, notify your supervisor. If you will
be missing a Library desk shift, please also notify the Information Desk. For the protection of the student
and University, if there are an excessive number of absences (as determined by the Student Supervisor), a
doctors note will be required.
Keep your absences to an absolute minimum. We need you to provide the best assistance possible to
those looking for help at our desks. Any no call, no show absence is subject to disciplinary action, up to
and including termination. Frequent absences are also subject to termination.

Breaks

According to Wright States Student Employment Guidelines:

A student scheduled to work a 4 to 5 hour should get a 15 minute paid break per shift.

Breaks must be preceded and followed by work and should not be used to cover a students late
arrival or early departure. Time designated for rest periods cannot be accumulated.

When using Web time entry, students are required to enter a work beginning and a work ending
time (time in and time out). A student taking a paid break should not time out. Students must
time out for any unpaid breaks in their work schedule.

If you are scheduled to work at least 4 hours in the Writing Center, it is up to you to decide when to take
your break. If you have questions about this, be sure to speak with your supervisor.

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Time Sheets
Time cards are due every other Friday, no later than 12:00pm. Sometimes, because of holidays, time
cards will need to be submitted earlier. You will receive e-mails reminding you about time cards from the
Payroll office.
To submit your time card:
1. Log in to WINGS Express (wingsexpress.wright.edu)
2. At the top of the page, click on the Employee tab
3. Choose Time Sheet
4. Enter your UID and PIN
5. If the pay period under Pay Period and Status is correct, click Time Sheet
6. Select Enter Hours under the day you want to submit hours for
7. In the first row, enter your clock-in time, and then your clock-out time.
If your shift is split because you are working in both the Library and the Writing Center on the
same day, or because you have picked up someone elses shift on top of yours, just enter the first
shift on the first row, and the second shift on the second row, etc. (Dont worry about changing
the number in the Shift column on the right.)
8. Click Save, then, you can either choose Next Day to enter your shift for the next day, or you
can select Time Sheet to go back to the main time sheet page to select another day.
9. To move on to the second week of the pay period, go to the time sheet main screen and select
Next.
10. When youve finished entering hours for the entire pay period, select Submit for Approval.
11. Enter your UID and PIN to confirm and youre all set.

If you forget to turn in your time card:

Electronic time sheets are locked at 11:59pm on the day time sheets are due. After that time, time
sheets not opened or submitted become unavailable to be processed. If you miss the submission
deadline on Friday, you have to fill out a paper time sheet, have it approved by your supervisor, and
then walk it to the Payroll Department before the approver deadline on Monday.
Because time sheets usually have to be submitted on a Friday and approved by Monday, and Library
Admin is closed on the weekend and supervisor is most likely not in during the weekend, the paper
time sheet process is not efficient (and not realistically going to happen). Paper time sheets must
include the hours worked each day as well as the start and end times for the day. Time sheets will not
be considered complete without this information. Incomplete time sheets will not be accepted for
processing.
If you fail to submit an electronic time sheet and have to submit a paper time sheet, you will get a
strike from career services. If you receive three strikes from Career Services, whether its for
paper time sheet or working more than your permitted hours, Career Services will automatically
terminate your employment with the university.

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WHAT TO EXPECT IN YOUR SHIFT

At the Library
You will work with one other person or solo while you are at the Information Desk in the Library.

You will assist library users who come up to the desk, who call in, or who use our chat service, as needed. This
includes showing them how to find resources, use technology in the Library, book one of our study or practice
rooms, or direct them to where they need to go if you cannot directly help them.

When assisting patrons with finding books, you are encouraged to walk with them to help them find the book.

If you have questions, the other person at the desk with you is a great resource, as is your supervisor. You can also
reach out to librarians on chat if you need further assistance.

At the Writing Center

You will work independently while you are at the Research Corner in the Writing Center.

You will assist students who come up to the Research Corner desk, whether they come by themselves, are brought
over by a coach, or if you overhear someone needing help and encourage them to come over to work at your station
(or go to their table or computer, as needed). Most often you will assist with finding resources or citation styles,
based on past experience at the desk.

If you have questions while at the Writing Center, you are encouraged to use the chat service to speak with fellow
Library staff or to reach out to your supervisor.

We do not have a phone at the Writing Center, so you are welcome to ask the Front Desk staff if you can use the
phone if you need to call the Library for a question or help, or to use your cell phone to call over your choice.

If you have questions or concerns about things in the Writing Center, you are also welcome to speak with the
Writing Center director.

PRC Blog
During the Fall and Spring terms you will have weekly reflections that youll submit responses to through our Peer
Research Consultant blog (researchassistantsblog.wordpress.com).

Details on these readings and reflections can be found in the Weekly Reflections section of the handbook.

Projects
You will also be assigned projects from time-to-time from the Library and possibly the Writing Center.
Details will be provided once they are known about these projects.

You are also welcome to assist with any open projects that other student assistants are working on at the Information
Desk in the Library. Sometimes youll see the other students working on projects and can offer to help, or you can
check the spreadsheet of available projects in our shared K drive (K:\ul_ref\Student Assistants\Student Job
Assignments\2017)

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A SCHOLARSHIP OPPORTUNITY

Each semester, the University Libraries present several student workers with a Library Student Assistant Award,
which carries a $500 scholarship with it.

Requirements:

+ Have been a student employee for the Libraries for at least one full semester
+ Have a 3.0 GPA or higher
+ Have excellent recommendations from your immediate supervisor and a second Libraries staff member
+ Complete and sign the application form and write a one page, double-spaced personal statement

If this is your first year working as a Peer Research Consultant, you will be eligible to apply for this award in the
Spring.

Student employees are not eligible to win consecutive awards and can win a maximum of five awards in five years.

I hope that you will all consider applying when you are eligible.

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DUNBAR LIBRARY

In this section, you will find:

Maps
Introduction to the Subject Librarians
+ When to refer
+ Research Guides
Online sites to use
+ SharePoint
+ Q & A Filet
+ iDesk Student Blog
+ TIDBIT
+ Chat reference
Finding resources in the Library
+ Libraries website
+ Print resources
+ Databases
+ Google
The STAC
Technology
+ Phones
+ Printers & copiers
+ Scanners
+ Microfilm
+ For patrons with disabilities
The reference interview
Referral list (who to call)
Policy on confidentiality of patron information
Library glossary

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MAPS

Noteworthy:

No public access bathrooms are available on the 1st floor, but we do have two staff bathrooms next to our
break room. You are welcome to use the break room refrigerators/microwave/tables for meals and, of
course, those restrooms.
Circulation has a lot of materials you might be directing users to them for course reserves, guest access to
our computers, cameras, chargers, etc.
There are board games in the group study room (and Starbucks).

Extra noteworthy:

If someone comes to you to get a call number for a Course Reserves bookprint out the page with the
call number on it so that they can take that down to the Circulation Desk.
If you see someone/a group bringing in pizzas and meals upstairs, advise them to eat down in the group
study room on the 1st floor. We allow snacks and drinks in sealed containers throughout the Library, but
meals we encourage students to take downstairs.

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Noteworthy:

Sometimes community users will come to the 2nd floor desk to try to get login information for the
computers. All guests should speak with the 1st floor Circulation desk for guest accounts and guest printing
cards.
The Presentation Practice Room and Small Group Study Room can be booked online through our software,
but we can also take reservations at the Information Desk.
You may need to help people search for books in our Reference section, Music Scores section, or in
Microfilm on this level. Instructions for how to operate the Microfilm machines are next to the machines.
The Tutoring Area is around the corner from the Information Desk. You will sometimes get students
looking for their tutors and you should direct them to this area, unless they specify a different meeting
place.

Extra noteworthy:

Anatomy models (our skeletons) need to stay in the Media Room. These are very fragile. If you see
someone moving one across the 2nd floor, or, heaven forbid, trying to take it off the stand or move it into
the elevator, stop them. These are pricy resources and we want to preserve them as best as we can.
Students should not continue working longer than their appointments at the computer meeting areas
behind the Information Desk, unless specified by a subject librarian.

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Noteworthy:

Feel free to walk students up here when they are searching for books.
If students are looking for Silent Study, room 315 is designated for that during evenings and weekends.

Extra noteworthy:

White boards are not allowed on the 3rd floor. If you see someone try to move one in an elevator or
toward the stairs, stop them. There are white boards on the 2nd and 4th floors if people want to use them.
There are also white boards in the Presentation Practice Room and Small Group Study Room if a group
wants to use a space with a white board.

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Noteworthy:

Our Special Collections and Archives have an incredible collection.

This floor has the best view of the Wright Flyer.
The only books youll find up here are in Archives, the Chinese and Childrens collections.
This floor is quiet study and occasionally well get chats from people asking us to ask people to be quiet up
here.

Extra noteworthy:

There are white boards on the 4th floor. If someone is looking for one on the 2nd floor, you can
recommend that they come up here. If you see someone try to move one in an elevator or toward the stairs
on the 2nd floor, stop them.

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 INTRODUCTION TO SUBJECT LIBRARIANS

Maureen Barry Michelle Brasseur Ximena Chrisagis Carol Fang

First Year Communication, Chemistry, Accountancy, Biochemistry & Molecular

Women, Gender Nursing Biology, Biological Sciences, Economics,
Experience,
Finance & Financial Services,
English & Sexuality
Information Systems & Supply Chain
Composition Studies
Management, Management &
International Business, Marketing,
Microbiology & Immunology

Phil Flynn Holly Jackson Brian Olesko Ran Raider

Biomedical, Industrial &
Human Factors Engineering,
Computer Science &
Engineering, Electrical
Engineering, Mechanical &
Materials Engineering, Music,
Theatre Arts
African/African American
Studies, Art, Classics, Earth
and Environmental Sciences,
English, Modern Languages,
Philosophy, Religion
Anatomy, Anthropology, Applied
Behavioral Science, Mathematics
& Statistics, Neuroscience, Cell
Biology & Physiology, Physics,
Professional Psychology,
Psychology, Sociology, Tests &
Measurements
Government Resources,
History, Law: Legal
Research, Patents &
Trademarks, Statistical
Data, Urban Affairs &
Geography

What do the librarians/reference specialists do?

The librarians and reference specialists work at the

Information Desk; select and weed library materials;
answer questions that come in on our email reference
service; answer questions in our subject areas from
patrons using email, chat, and phone; teach classes on
library/web research; create online research guides for
general subject areas and specific classes; and meet with
patrons who set up appointments with us. Teaching
David Reyes Mandy Shannon Bette Sydelko classes and meeting with patrons is a major part of what
STAC Head of Instruction Athletic Training, Counseling, we do (we are not sitting in our offices reading books), so
Education, Evidence Based you should NEVER feel like you are bothering us if you
Coordinator, & Research Services,
Medicine, Human Services,
LEAP International Studies, need to refer a patron to us. Our first priority is helping
Kinesiology & Health,
Political Science, Leadership Studies, Medicine, our users get what they need.
Social Work Pharmacology/Toxicology,
Psychiatry, Rehabilitation, Page | 18
Teacher Education
 When to refer
If you dont know an answer to a question or how to research a topic, refer the question to a librarian. Be sure to
refer people to their subject librarian! They are experts in their areas and it is their job to assist students,
faculty, and staff. I cant tell you how many times Ive attempted to answer an Engineering or Nursing or Business
question, only to give out the business card/contact info for the right librarian. Youre not expected to know how to
find everything.

Research Guides
The librarians have created online guides for almost any subject area, topic, or class you can imagine. These guides
are the BEST starting point for beginning research because they put the best resources for a topic and directions for
using those resources in a single location. Familiarize yourself with the research guides; you can find them on the
library home page where it says Your Research Quick Start with the tree in the background. You can also
browse them here: http://guides.libraries.wright.edu/

If youre having trouble answering a question, consult the research guides. Encourage the patrons to use them. Many
librarians have created guides for specific classes. The librarians may organize their guides differently and update
them at different times so its a good idea to go through them whenever you have a spare minute, to be sure you
know whats on them and how to navigate them.

Consulting the research guides can also be a quick way for you to figure out who the librarian for a particular subject
is and how to contact that person. Some librarians have personal chat boxes on their research guides so you or
patrons can contact the librarian that way.

Heres an example:

Tabs for easy-to-access information

about different types of resources.

Links to
different
sub-groups Subject
within that Librarian
major or contact
other information
relevant
guides

Ask a
Librarian
chat box or
Subject
Librarian
chat box

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Learning Outcomes for Library Instruction
The Subject Librarians all teach information literacy classes for their respective subject areas. We tend to include
several learning outcomes as we prepare and conduct our teaching.
Here is table of our learning outcomes:
1) DETERMINE INFORMATION NEED
Develop appropriate scope and focus of
investigation
2) FIND INFORMATION
Explore information sources
3) SEARCH FOR AND SELECT
INFORMATION
Construct and implement effective and
efficient search strategies
4) EVALUATE INFORMATION
Apply evaluation criteria to sources
Break complex questions into simple ones, limiting
A
scope of investigation
B Define and articulate the need for more information
C Identify key concepts of research question
Explore general information sources to increase
A
familiarity with topic
Identify stakeholders who contribute to scholarly
B
conversation
Identify contextually appropriate tools to search for
C
sources
D Identify appropriate source types for information need
Generate keywords and related terms based on
E understanding that professional vocabulary is often
different than everyday conversation
Recognize that information is formally and informally
F
produced
Construct searches using appropriate methods, including
A
Boolean operators and truncators
Construct multiple search strategies using different
B
keywords for the same concepts
C Adjust search strategies based on information learned
from prior searches
Recognize that research is an iterative and non-linear
D
process
E Identify a source by its citation
Develop and maintain an open mind when encountering
A
varied and conflicting information
B Recognize that authority is constructed and contextual
C Consider and evaluate the audience of sources
D Consider and evaluate the purpose of sources
Evaluate relevance of found information to research
E question
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 Evaluate accuracy of found information through
F
corroboration with other sources
5) USE INFORMATION A Incorporate alternative and competing narratives
Synthesize information
B Integrate multiple sources to support a conclusion

C Provide appropriate attribution of sources

6) PRESENT INFORMATION Select images based on usage rights for the presentation
Present newly acquired information so that A
purpose
others can use it
B Select an appropriate medium

Recognize that information may be perceived differently

C
based on the format in which it is presented

D Consider appropriate media for future-proofing project

Ethically and accurately portray information in a visual

E
format

Use electronic environments to organize, draft, revise,

F
edit, and share or publish information
7) REFLECT CRITICALLY ON
CONTEXT OF INFORMATION Identify confirmation bias in information searching,
A
Consider the nature of how information is both in source selection and search strategies
produced, and alternate perspectives that
could affect the search, meaning, critique,
and presentation of topics. Demonstrate awareness of non-privileged voices and
B
their role in understanding the universe of information

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ONLINE SITES TO USE

SharePoint
Our intranet that is private for Library employees only is found through Wright States SharePoint. This is
available through your WINGS account.

Once you log in to WINGS, click on your Office 365/Email button in the top right corner.

Then, click on the collage-like button in the top left-hand corner. SharePoint is in the 2nd row:

You should have access to the University Libraries SharePoint site:

Once you enter that, youll be able to access information about the Libraries, our policies, upcoming events (youre
welcome to attend any social events we do a picnic in August, monthly birthday treats, and at least one thing a
month. Ill let you know about upcoming events), etc.

There are also a wide range of procedures available in the Info Desk tab:

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Q & A Filet
Another useful site that we update as needed is our Q&A Filet blog. This is where we keep a copy of the Google
desk calendar and update everyone on assignments you might be seeing at the desk, technology ups and downs, and
other information that we need to know.

You can search for the answers to questions through the search bar on the right side of the page.

You can access the site here:

https://www.libraries.wright.edu/community/qandafilet/

iDesk Student Blog

Maggie Perry, day-time student employee supervisor for the Information Commons areas, maintains a blog for the
Information Desk student assistants, whom you will occasionally work with. This can be a good source to look at to
see what the Library Student Assistants are learning, but you dont need to worry much about it. This manual
contains the relevant information for your position and the Q&A Filet covers a lot of the same urgent/time
sensitive information that is also shared on the Student Blog.

If you would like to read through this blog, you can do so here:
http://staff.libraries.wright.edu/interact/ideskstudents/

TIDBIT
TIDBIT is the reporting system that we use to keep track of all desk interactions, instruction sessions, and collegial
interactions that we have with the campus community.

Mandy Shannon will provide a training session for you on this during your August training week.

You can access TIDBIT through this link: https://staff.libraries.wright.edu/tidbit/

**If you are at the Writing Center, you will be prompted to log-in using your delegated accounts (ref#)
and Password to access TIDBIT. You will not need to do this if you are working in the Library.

Your login information is:

Username:

Password:

When you are at the Information Desk, you will use these One Click buttons to mark these types of interactions:

Do not use the one clicks when you are in the Writing Center write out all interactions.

Page | 23
For all interactions in the Writing Center, by chat, by phone, or that are not covered through the One Click
options above, you will fill out this information:

Make sure to fill out as much information as you can in the drop down and selection areas. For the Question and
Answer boxes, you can condense your information as needed.

If you have a citation-related question, please write down what style you assisted the patron with.

Chat Reference
Whether you are at the Information Desk or the Writing Center, you will be logging in to your chat account to serve
as a back-up for chat. You only need to answer if you hear more than 4 or 5 chat dings and someone else has not
answered.

The link to access our chat service is: https://libraryh3lp.com/webclient/client

Your login information is:

Username:

Password:

Here is an overview of our chat service:

WSU Libraries has offered a chat reference service since 2003.

LibraryH3lp This is the company/interface we use to provide our chat service. They were established by
librarians for librarians.
Chat Queues These are different channels where patrons enter our chat service.
o AskWSULibrary Our primary queue, because it is the most active queue, is linked from the
libraries Ask A Librarian page - https://www.libraries.wright.edu/ask/
o EBSCO-AskWSULibrary An image found in every EBSCO database on the upper right side.
Clicking on the image will launch this queue in a new window.
o EBSCO Popup This queue Pops-up in the lower right corner of the browser after 20 seconds
in any of our EBSCO databases.

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 o RDSTextbooks To launch in fall of 2017, this queue will only be linked from a computer on the
first floor near the circulation desk. The primary use of this queue will be students in the building
who need help finding a textbook.
Average time of a chat transaction 7.5 9.5 minutes, depending on the queue.
Number of chat reference interactions per year
o 2015 -- 2880 chat interactions
o 2016 3200 chat interactions
o 2017 1960 chat interactions as of July 31st, well on our way to meet or exceed 2016!
Busiest Times for chat:
o Busiest Months: February and October
o Busiest Days: Monday and Tuesday
o Busiest Hours: 11:00 a.m. to 5:00 p.m. (Tuesday at 3:00 takes the top prize)
Most common questions asked on chat reference:
o Do you have this book/journal/article? (Known Item Search)
o Can you help me find books/articles on (fill in the blank) topic?
o I cant find the full text of this article, can you help me find it?
o How do I cite this item?

Here are the official chat procedures:

Queues
The library offers multiple queues for chat reference. The primary ones are askwsulibrary, ebsco_askwsulibrary,
ebsco_popup, and RDS_textbooks. When logging in to staff the general chat service (VR), select all four of these
queues. Other queues exist, such as STACgeeks and individual librarian queues, but will only be displayed to those
who have access.

Staffing
The chat reference or VR shift is staffed either at the information desk or by a VR staff member during select hours
of the day. This schedule will be determined at the beginning of each scheduling cycle. Check with Maggie Perry for
more details or confirmation.

Settings
Check your volume upon login to make sure you can hear when the chat service dings.

Keep your status (upper right corner) as available. If you need to step away from your computer, change the status to
busy or away.

Responding to Questions
If you are the primary VR staff person, please respond to incoming chats as quickly as possible, ideally after the first
or second beep. Respond with a simple Hi or Hello to keep the message short. Once your response has been
sent, the chat is yours and others staffing the service will no longer hear the beeps. If you type a lengthy message to
start, the incoming chat will continue to beep for others staffing the service and they may respond to it because they
think you are busy.

Canned Messages
LibraryH3lp provides canned messages. You are welcome to use these and add your own. They will pop-up when
you begin to type, providing messages based on the keywords or letters you are typing. You may choose to turn off
the canned messages in your LibraryH3lp settings.

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Transferring a chat to another operator
Refer difficult questions to the subject librarian, either by sharing the librarians contact page or email, or
transferring the chat to the librarian if they are listed as an operator. The icon on the far left (two arrows going
different directions) is for transferring. Select the username option and begin typing the operators name (a list
should also appear once you select username).

If you are still in the middle of a chat when your shift ends, transfer the chat to another operator. Let the patron
know you are off-duty now and you will be sending them to another librarian.

Accepting a transfer
When you receive a transfer from another operator you MUST send a message to the patron, otherwise the transfer
does not go through and the patron has no idea you are there.

Ending the Chat

Sometimes communication via chat is difficult, you become super busy at the desk, or you are not able to make
progress with the patron. In any of these cases, you are welcome to ask for the patrons email or phone and have a
staff member get back to them. You can also suggest they set-up an appointment with their subject librarian.

Recording transactions in TIDBIT

ALL questions received via the chat service should be recorded in TIDIBT using the full service desk form, even if
they are directional or technical questions. Change the format to IM/Text and the location to Virtual Reference Shift
(regardless of where you are located). Record the time as the total duration of the chat, from the first hello to the last
communication. Include the question and answer. Please DO NOT copy and paste the chat transcript into TIDBIT.

We include all of the VR transactions on the full service desk form to monitor how much use the VR service is
getting. This helps us with scheduling and monitoring service trends. If you were to use the one-clicks for VR, those
do not get registered as using the VR service.

Spam/Inappropriate Messages
Messages that are clearly spam or inappropriate do not require response. You may also send a response like this:
Your reference question does not seem to be appropriate. Your account will be blocked from this reference chat
service until such time as you send an email to the library explaining and justifying the nature of your research.

Sending full text articles

Do not send PDFs of articles to patrons via the VR service. Send instead the persistent or stable URL. Those off-
campus will need to authenticate to gain access. You can also request the patron's WSU email and send the article to
them via your WSU email once you verify the patron in the WSU online directory. Feel free to add a signature line
in your email about further questions should be directed to the Ask A Librarian service. Students who do not wish to
use their WSU email accounts should contact a staff person on duty (Info Desk or Circulation Desk) and ask the
staff member to send the fulltext article on your behalf.

Always try to teach something when responding to reference questions

The goal of all of our reference transactions is to teach patrons how to do this for themselves the next time.
Therefore, it is not appropriate to send 2 3 articles on a topic to a patron that you selected. Instead, you should
guide them to the appropriate database and help them prepare their keyword search.

The EBSCO databases allow you to share a search you have done. This approach is also okay, so long as the patron
is the one selecting the final articles or research materials. Be sure to explain to the patron what you are sending to
them, the name of the research tool, what keywords you searched, and what they are to do with the link.

Page | 26
 FINDING RESOURCES IN THE LIBRARY

Libraries website
You should be able to find most of the information you are searching for through our Libraries website when it
comes to research and general Library-related questions.

The Services tab contains The Spaces tab contains QuickSearch is our default search bar
things like InterLibrary Loan, things like computer availability setting, but you can also drop down
STAC information, Course and information about/booking and select Catalog, Databases
Reserves information, etc. options for our available spaces. and other options

The Research
tab contains
things like our
Library catalog,
OhioLINK You can quickly
catalog, access our hours
CoreScholar, etc. here.

You can access

our Research
Guides here.

Toward the bottom of the page:

View upcoming
View our blog
events/workshops
posts about things
and access the
going on around
registration pages
the Library here.
here.

Access contact
information for
our staff here.

View maps of the

Library here.

Page | 27
OhioLINK
OhioLINK (Ohio Library and Information Network) is our local consortium of Ohio college and university libraries
and the State Library of Ohio. OhioLINKs goal is to provide easy access to information and rapid delivery of
library materials throughout the state.

Not only can you request books from other institutions through their catalog (or a button on ours), you can also view
their electronic resources, including articles, theses & dissertations, streaming music, and a digital resources
collection.

To look for and request books:

Click on OhioLINK Catalog under the Research tab to access their catalog directly
Click on the OhioLINK button at the top of the WSU catalog results:

Click on the OhioLINK button on the right hand side of a particular books page in the WSU catalog:

To use their electronic resources:

Click on the OhioLINK Resources option under the Services tab:

Page | 28
SearchOhio
SearchOhio is another local consortium, but this one is comprised of public libraries. They provide borrowing access
to more than 10 million items, including books, movies and music. SearchOhios aims to provide easy access to
information and rapid delivery of library materials throughout the state.

To look for and request books:

Click on SearchOhio Catalog under the Research tab to access their catalog directly
Click on the SearchOhio button at the top of the WSU catalog results:

Click on the SearchOhio button on the right hand side of a particular books page in the WSU catalog:

Tip: SearchOhio is a great resource for requesting fiction series you might read. Its a kind of cheat where you
dont have to be on the waiting list at your local public library and can instead request a copy from another system
through SearchOhio. Feel free to take advantage of this with some of your favorite new books.

Tip: While SearchOhio is a consortium of public libraries, public libraries also contain decent collections of non-
fiction works, especially in areas that might interest the general public like art, design and repair, literature, etc.
While OhioLINK may be the best starting place to request research books, SearchOhio is also a good second
contender. Dont rule this out while assisting students.

Page | 29
 Print resources
The catalog is the primary resource to go to for print resources. If you need to use a more Advanced Search,
access the Catalog through the Research tab instead of using the drop down Catalog option on the top search
bar. Our advanced search offers reminders about Boolean operators and truncators:

TIP:
If a student comes up and
needs a book from a
University Press or more
scholarly publisher,
select Book under
Material Type and type
University Press in the
Publisher box.

Once you find an item, the catalog record can tell you a lot about the item itself and also whats around it:

See if this is available through

OhioLINK or SearchOhio here.

Double check the location. Sometimes Click on the call number Text or e-mail
the book is at the Education Resource to virtually shelf read yourself or a patron
Center (in Allyn Hall) or at the and see what else is this information here.
Kettering College Library. around this title.
Page | 30
Library of Congress Classification System

We use the Library of Congress classification system for our books as opposed to the Dewey Decimal system that
is frequently found at public libraries. Heres a general breakdown of what those areas look like:

AE General Encyclopedias
AI General Indexes
AY Yearbooks, almanacs, directories

B-BD Philosophy, Logic

BF Psychology
BL-BQ Religions: Hinduism, Buddhism, Islam, Judaism
BR-BX Christianity, Bible, Christian denominations

CB-CC History of civilization, Archaeology

CS Genealogy
CT Biography (general)

D-DJ General history, Great Britain, Austria, France, Greece, Germany, Italy, Belgium,
Luxembourg, the Netherlands
DK-DR History: Russian and former Soviet republics, Scandinavia, Spain, Portugal, Switzerland,
Balkan Peninsula
DS-DX History: Asia, Africa, Australia, Oceania, New Zealand

E-F History: American and general U.S., Local U.S., and the Americas

G-GC Oceanography
GE Environmental Sciences
GF-GV Human ecology, Anthropogeography, Anthropology

H General Social Sciences

HA Statistics
HB-HC Economics
HD Management, labor, industries
HE-HF Accounting, Transportation, Commerce, Personnel
HG-HJ Finance, Banking, Stocks
HM-HV Sociology, Family, Marriage, Races, Social Pathology, Criminology
HX Socialism, Communism, Anarchism

J-JA Political Science: General works

JC Political theory
JF-JK Constitutional history, general and U.S.
JS Local government

K Law
KF U.S. Law
KFO Ohio Law

L-LB Education: general works, History of education, Theory, Practice and teaching
LC Special topics of education: forms of education, social aspects

M Music collections
M3 Collected works of major composers
M23 Piano sonatas
M1495-M2199 Vocal music
ML Literature on music

Page | 31
MT Music instruction and study

N-ND Fine arts: Architecture, Sculpture, Drawing, Design, Illustration, Painting

NE-NX Print media, Decorative arts, Applied arts

P-PM Philology, Linguistics, Languages

PN Literary history, Theatre, Oratory, Journalism
PQ French, Italian, Spanish & Portuguese literature
PR-PS English literature, American literature
PZ Childrens literature

Q General Science works

QA Mathematics
QA76.5 Computer Science
QC Physics
QD Chemistry
QE Geology
QH Natural history, Biology
QK-QL Botany, Zoology
QM Human Anatomy
QP Physiology, Biochemistry
QR Microbiology

R-RA General Medicine and public aspects of medicine

RB Pathology
RC Internal Medicine, Psychiatry, Geriatrics, Sports Medicine
RD Surgery
RE-RF Ophthalmology, Otolaryngology
RG Gynecology and Obstetrics
RJ Pediatrics
RL Dermatology
RM-RS Therapeutics, Pharmacology, Pharmacy and Materia Medica
RT Nursing

S-SD Agriculture, Forestry

T-TA General Technology, Civil Engineering

TD Environmental Technology
TJ Mechanical Engineering
TK Electrical Engineering, Electronics, Nuclear engineering
TL Aeronautics, Astronautics

U-V Military and Naval Science

Z Library Science

Local Call Numbers

There are some materials in our local collection that dont circulate in OhioLINK or are just cataloged a little
differently. The Popular Reading Collection items are categorized by local call numbers that are specific to WSU.
These books are arranged by genre including fiction (FIC), science fiction (SF), graphic novels (GRA), romance
(ROM), non-fiction (NON), easy readers (EASY), and mysteries (MYS). The easy readers include Penguin Readers
and Classics Illustrated Graphic Novels. Within the genres, the books are shelved by the authors last name. The
Popular Reading Collection can be searched using the Local Call Number Search in the Advanced Search.

Page | 32
Call Numbering for Government Documents (SuDocs): Federal

WSU is a Federal Depository Library, which means we have agreed to collect and make government documents
available to the public. Federal publications are arranged on the shelf by an alphanumeric system called the
Superintendent of Documents Classification Scheme (SuDocs).

Letters stand for the publishing agency. For instance,

A = Agriculture
C = Commerce
L = Labor
Pr = President

The numbers on the top line of the call number file differently than Dewey or Library of Congress collections. The
number following the period is a whole number, not a decimal.

C 3.9 .nine files before

C 3.44 .fourty-four which files before
C 3.223 .two hundred, twenty-three

Government Documents: Ohio

Ohio documents are arranged by the Ohio Documents Classification Scheme, a system that was modeled after
SuDocs. All Ohio publications began with the letter O followed by letters and numbers designating the publishing
department or agency.

For example:

OAT = Ohio Attorney General

OED = Ohio Department of Education
ONR = Ohio Department of Natural Resources

Databases
General Databases

More often than not, a search on a general, broad-range database is most beneficial while youre assisting people at
one of our desks. The most commonly used, easiest to find general database that we have is Quicksearch. It is
actually a search tool that looks through several databases that we own, but it is our default Search Bar option and a
handy tool to use.

This is taught in our ENG 1100 and 2100 courses, so most students should have been exposed to this option.

You can simply start off by typing two to four keywords about a topic into the search bar. (Remember: our databases
dont respond like Google does and they search for every word you type, so dont type a sentence or question.)

After the results pop up, youll want to take a look at the limiters on the left hand side of the page. Narrowing down
to a specific date range or to a type of resource (article, newspaper, book, etc.) can be a great starting place for
focusing in on the topic specifically.

Page | 33
Some of the other limiters are great too though:

Use the Filter by Subject option to find the most common keywords
within your search. You can click on one or multiple to search within
your results and can always hit the back button to get back to your last
list of results, avoiding having to re-enter your search from scratch.

Use the Filter by Language option to weed out options that

might be in other languages. If you notice that a lot of your
results are in Spanish or Chinese or French or German and
you cant read any of that, this is a good option.

Ive noticed that adding in a location, like the United States, to the search bar
tends to yield more results than using the Filter by Geography option. Its not
a bad option, but not every article has tags for geography, so some relevant
articles might accidentally get weeded out of your search with this method.

The Filter by Databases

Searched option will show you
what databases were most
frequently used in finding your
results. This can be great for
recommending next steps to
researchers who ask for your help.

One of the nice things about QuickSearch is that it is an EBSCO product, and a lot of our databases are EBSCO
products, so the search methods for using QuickSearch can be used in many other databases.

Like with any of our resources, if you share a link, make sure that you share the Permalink and not the URL at the
top of your web browser. The URL at the top of the page is a dynamic URL, which means it changes and wont
remain the same for when you come back a different day.

Page | 34
 Another great general database is JSTOR. You can access it through the Databases list under the Research tab
or by selecting Databases on the main search bar drop-down options and searching for JSTOR.

With JSTOR, make sure that you always use the advanced search. JSTOR has a HUGE collection of back issues
of journals, book reviews, and books. If you just use the basic search, youll get a lot of book reviews at the front of
your results and have to weed through it to get to your articles.

Fill these out with your 2-4 keywords.

Use the Add Field+ as necessary.

I always start with

just selecting
Articles. I would
do a separate search
if you wanted to look JSTOR has a lot of journals in
for books in JSTOR. foreign languages, so if you cant
read any foreign languages, it can
be useful to narrow to English.

Make sure to read through the list of

Disciplines in this filter. Select any
that seem relevant as journals do not
repeat between disciplines.

If you were searching for the

treatment of women in a classic
novel, for example, I would
recommend selecting Feminist &
Womens Studies and Language &
Literature as your disciplines.

Page | 35
Databases Specific to Majors

For any databases specific to majors, I would look at the Research Guides provided by the Subject Librarians to see
what databases they recommend. If you are unable to help someone navigate a subject-specific database, refer them
to their subject librarian.

Encyclopedias

Another great resource for students who are just beginning their research or arent sure where to go with their topic
would be one of our online encyclopedias.

If youre looking for a general encyclopedia, the Gale Virtual Reference Library (GVRL) is incredibly helpful. It
has a collection of encyclopedias in a wide variety of topics.

We also have several Oxford Encyclopedias that are wonderful. Oxford Art is frequently used in Art classes and
the Dictionary of National Biography is a great resource for students working on papers about specific people. Be
careful these encyclopedias have low simultaneous-user agreements, so only one or a handful of students can
use them at a time.

And while its not an encyclopedia, the Oxford English Dictionary is a fabulous resource that can help you define
terms and see where they were used historically to help with research.

Google

While its not a resource we recommend for detailed research, Google is still a wonderful resource for several
different things:

Finding blogs, websites, news, and other relevant information for different research topics
Checking spellings and author names if youre not 100% sure of them. Google will offer options that can
show the right spelling, whereas a database needs you to spell things correctly to pull up the right
article/book/information
Seeing who cited an article in Google Scholar can lead you to more information about the children
articles of popular/well-known articles
Accessing Google Scholar from campus or through the databases list at home can pull up our Find It
through Wright State buttons so that you can still find things weve purchased
Can find access to some articles and books through Google Scholar and Google Books that you might not
be able to access through the Library (rare, but still good to know)

Interlibrary Loan
If we dont have full text access to an article, you will see a yellow button. Clicking on that will take
you to one of two pages:

1. Youll see links to full text access from other databases that we have
2. Youll see an option pop up that says Request through Interlibrary Loan.

Interlibrary loan is a service that we offer to get articles (and sometimes books) from other institutions when we
dont have full text access.

This is a free account that students, faculty, and staff log into with their W# and password to request articles. A
school that has the article will then scan it in and a pdf will become available for download for 30 days in that
persons account.

Page | 36
THE STAC

The Student Technology Assistance Center (STAC) is a real gem hidden in the Media Room on the 2 nd floor of the
Library. They provide Wright State students with the tools to make productive use of multimedia for class and
personal projects.

Computer software available:

Windows Mac:

Adobe Creative Cloud 2017 Adobe Creative Cloud 2017

Microsoft PowerPoint 2017 Microsoft PowerPoint 2017
Microsoft Publisher 2017 Microsoft Publisher 2017
Microsoft Word 2017 Microsoft Word 2017
Audacity Audacity
Camtasia 8 GarageBand
Windows Movie Maker iMovie
AutoCAD 2017 Final Cut Pro
Handbreak AutoCAD 2017
Handbreak
Equipment available through the Circulation Desk:

HD video recorders
Tripods
Video camcorders
Cell phone chargers Important Note:
Kensington locks
Digital cameras The STAC does not have Microsoft
Digital card readers Excel or Microsoft Access on any of its
Digital audio recorders computers.
Portable DVD players
Headphone splitters
Computer microphones
And more!

Other resources:

3D printing
The POD, a reservable room with access to:
+ Apple iMac 27" Desktop with Retina 5K display
+ Panasonic 4K Ultra HD Camcorder (HC-VX981K)
+ Yeti Blue Microphone (Suspended on a studio arm, with a shock mount and pop screen filter)
+ Caddie Buddy Teleprompter Mount (for smartphones and tablets)
+ Green Screen Wall
+ Studio Lights
+ Tripod
The E-Learning Studio, a reservable room with access to three computer terminals that are each housed
with their own microphone and webcam. Great for students taking online courses or needing room to take a
quiz for an online course.

Page | 37
TECHNOLOGY

Phones
Once youre more comfortable on the Information Desk, one of your duties will be to help answer the phone if it
rings.

Use a standard greeting when you answer the phone like:

Dunbar Library Information Desk, how can I help you today?

Dunbar Library Information Desk, this is ________, how can I help you today

**You do not need to give out your name if you are uncomfortable doing so.**

If the phone is ringing while you are helping a patron in person and there is no one else to get the phone,
interrupt the in-person transaction briefly, put the phone customer on hold, and return your attention to the person in
front of you. (If the in-person transaction continues until the phone gives you its warning ring, take the phone
patrons number and say that you will call them back.)

Sample Wording:

Directed to the in-person patron:

Please excuse me while I ask this person to hold.

Please excuse me while I let this person know that I will call him/her back.

Directed to the phone patron:

Hello, I am helping another patron right now and will call you back as soon as possible. What is your
number?

If you must leave the iDesk unattended, take both phones off the hook so that you will not have to run back to the
desk and so that the phone noise will not bother patrons. Try to leave the phones off the hook for as short a time as
possible.

If you find yourself in an uncomfortable situation at the Idesk, please use the phrase Damien called for you to
signal to your co-worker at the desk that you are in distress. You can also call a professional staff member on the
phone and say Damien called for you. Both the Circulation Desk and Information Desk staff have been trained to
recognize this phrase. Someone will help you.

Printers & Copiers

Library users will sometimes approach the desk when they are having problems with their print jobs or the copiers.
Its our job to do our best to fix the problem, if possible, or report it if it is not a simple fix.

Printers

The most common issue that we get, that we can usually fix, is a jam. If you dont feel comfortable trying to fix the
jam, ask the other person at the desk if they would be able to help.

Page | 38
Sometimes, well get people who are frustrated because its not printing correctly. Usually this is a user error,
where they havent selected the right print button or didnt realize that the printers default setting is double-sided.
We do not issue refunds for these types of issues. You are welcome to help them with solving the issue, but we
cannot refund them for the pages they have already printed.

Copiers

Sometimes the copiers jam or make noises that require reporting (screechy noises usually mean that they must
replace a part).

Sometimes people will want to do something that the copier will not do, like print to a larger or smaller size than is
available, or scan to e-mail through one of the bigger machines. We cannot alter settings for print sizing and if they
want to scan through e-mail, theyll need to use one of our scanner station computers, either across from the
Information Desk, or in the STAC.

Refunds

During the hours when the librarians are on the Information Desk, or backing up the student on the Information
Desk, they must be the ones to authorize refund slips. If you are working when there are two student workers
only, you may authorize the refund slip.

We only issue refunds if our printer/copier has malfunctioned. For example, the print cartridge needs to be
changed (very light or spotty printing), there are streaks on the page, etc. We do not refund if the patron has
misjudged, e.g., they try to print an image with a poor resolution or they didnt notice they were printing a blank
page at the end of their document.

If a patron asks for a print refund, first offer to reprint the copies for them, using the department copy card. If this
is not an acceptable solution to the problem, you may issue a refund. Refunds should only be issued of the number
of copies presented to you as problematic. If there is a discrepancy in this amount, use your best judgment to solve
the issue.

Students working without a librarian back-up should not OK a print refund for more than $5. Patrons who insist
on a refund of more than $5 should be referred to the professional staff at the Circulation Desk. Please call the
Circulation Desk in addition to sending the patron there so that they have a heads up about what is going on.

Scanners
We have three different areas with scanners for patrons to use

The computers along the rail across from the Information Desk have scanners.

There is a Quick Scanning station in the middle of the main bank area of computers, by the supplies.

The STAC has scanners available for WSU students only.

If a student is having issues scanning, see if you can help them scan their documents. If not, recommend that they
head to the STAC, where people are available to assist them.

Page | 39
Microfilm
Occasionally, you will get patrons (usually community users) who need assistance finding and reading documents
on microfilm.

Most microfilm can be found in the Media Room on the 2 nd floor (except for those available through Special
Collections & Archives).

If you need to assist patrons with using the microfilm machines, there are instructions next to each machine that can
assist you.

For patrons with disabilities

Wright State has a history of serving people with disabilities from its very beginning and WSU currently has a fairly
large population of students with disabilities. The Libraries have created a policy in order to better serve this
selected population of students. You can read this policy carefully to become familiar with what we offer here:

https://www.libraries.wright.edu/assistance/

The second floor of Dunbar Library houses several pieces of adaptive technology that may be helpful for individuals
with visual impairments or learning disabilities. This equipment is available to all users, but priority is given to
Wright State University students.

Large Screen Monitor with ZOOMtext

Merlin CCTV
Portable magnifier
Portable enlarger

Additional ADA equipment is available at the Information Desk for use on the second floor, including:

Natural Elite Keyboard (Microsoft) with accessory Keyboard Overlays

HeadMouse Extreme (Origin Instruments) with accessory Target Dots
Sip/Puff Switch (Origin Instruments) with accessory Mouth Tubes
JellyBean Switch (AbleNet, Inc.)
Expert Mouse Pro (Kensington)

There are two workstations with WYNN adaptive software and scanners on the second floor of Dunbar Library.
Patrons with disabilities get first priority on these machines. If patrons use the reading feature of WYNN, there are
special headphones available from the Information Desk.We provide basic instruction and assistance to get patrons
started. We ask that they plan to bring their own assistant, if they require continued support.

There are also several adjustable height workstations in the Info Commons area. If someone asks for one of the
desks to be adjusted, the crank youll need to use to adjust the desk is in the Info Desk lap drawer and is labeled
accessible workstation crank.

Look over the Office of Disability Services website to familiarize yourself with their mission and services
(especially the information under their Services tab):

http://www.wright.edu/disability-services

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THE REFERENCE INTERVIEW

The process that we use to interact with any one that comes up to our desk(s) is called the Reference Interview.

Skills and steps needed in this process, according to the Ohio Library Councils Ohio Reference Excellence training
are:

Listening
Paraphrasing
Asking open-ended questions
Clarifying
Verifying
Getting all the needed information
Following up
Ending the Interview

When a patron comes up to one of our desks, they may believe that they know exactly what theyre looking for, but
by asking questions and negotiating with them, we can often learn if they have other needs that they werent
originally asking for. So, why cant they just ask us for what they want? Perhaps

they think the library is like a supermarket where they are expected to be self-reliant
they may be too embarrassed to admit that they couldnt find the answer after 3 hours of looking on their own
they dont want to bother anyone
they think libraries are pretty simple and they should be able to figure it out with a simple direction
their research topic may be somewhat sensitive and they are shy about disclosing it
they are just beginning their research and they dont really know what they want yet
they dont know about the various types of information available (subject encyclopedias, databases, etc.)

Helpful vs. Unhelpful Behaviors

These are behaviors that have been identified as helpful or unhelpful in the reference interview in surveys:

Unhelpful

Not smiling or looking interested

Making assumptions about what the patron wants
Showing impatience
Not asking for more information
Not explaining what youre doing to the patron
Saying No we dont have it without offering further suggestions or assistance

Helpful

Smiling, nodding, acknowledging them even if you have to ask them to wait Showing interest
Asking questions to help them clarify in their own minds what they need
Including them as partners in the search, telling them what youre doing as you go along
Asking clarifying questions
Giving helpful follow-up, like If you cant find the book on the shelf, come back and Ill help you look
further or Does this answer your question?

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Possible Open-Ended Reference Questions

Can you tell me more?

Would you elaborate?
Can you give me an example?
Can you be more specific?
Can you give me some background information or context?
Can you define what you mean by __________ for me?
Can you give me a sense of how much information you need?
Where have you looked already?
Do you have a thesis statement or research question? Can you share that with me?
Im not sure what is meant by _______; can you give me a definition or description?
Can you explain what you mean by ___________?
Thats a very interesting topic; can you tell me more?
(actually list out possible reference questions to narrow things down)
Is this for a class, presentation, paper, or something else?
Does it matter when the material was published?
Do you need recent information or does it matter?
Do you want to use periodicals or books or both?
Did your professor say that you need to use certain types of sources? (such as journal articles, professional
literature, statistics, etc.)
Do you need to find articles in popular magazines or do you need to use research studies?
Do you need general background information or something more involved?

REFERRAL LIST

Specialty areas
Business questions from the general public (not for classes) can be referred to Carol Fang or Ran Raider.
CST classes are taught by faculty in different departments.
o CST 2210: Comparative Nonwestern Environments Edith Scarletto
o CST 2310: Comparative Nonwestern Literature Holly Jackson
o CST 2320: Nonwestern Religion Holly Jackson
o CST 2410: Comparative Nonwestern Cultures Holly Jackson
o CST 2420: Comparative Nonwestern Cultures: Music Marty Jenkins
o CST 2430: Arts of Asia Holly Jackson
o CST 2510: Comparative Nonwestern Social Systems Ximena Chrisagis
Counseling is part of Human Services: refer to Bette Sydelko.
Law, government documents, and patents/trademarks questions should be referred to Ran Raider.
LEAP instruction should be referred to David Reyes
Master of Humanities is totally interdisciplinary. Try to figure out which subject area applies most and
refer accordingly. If you arent sure, refer to Holly Jackson and shell sort it out.
Master of Public Administration is part of Urban Affairs: refer to Ran Raider
Master of Public Health is part of the School of Medicine: refer to Bette Sydelko.
Modern Languages now includes pretty much ALL the language instruction at WSU (French, Chinese,
German, Arabic, etc.): refer to Holly Jackson
Motion Pictures/Film, Dance, and Musical Theatre are part of Theatre Arts: refer to Phil Flynn.

Page | 42
 Music: Marty Jenkins manages the music collection and works closely with music faculty so refer to him.
Organizational Leadership is part of the College of Education: refer to Bette Sydelko.
Statistics questions are different depending upon the subject area and class. Try to figure out the class its
for and refer to that subject specialist. If you arent sure or the person for that subject isnt available, refer
to Ran Raider.
Questions about standards, proceedings (not quickly found by title), or technical reports can be referred
to Phil Flynn.

Other departments/areas

If someone asks you about Excel, and its a technical issues, send them to CaTS. If its for their homework,
refer them to the Atomic Learning online trainings here: http://www.wright.edu/information-
technology/support-and-training/atomic-learning
If someone needs to borrow a laptop, the CaTS help desk in the basement of the Library is the place to
send them.
For guest access and printing cards, send users to the Circulation Desk
If someone is doing research on their family history/genealogy, they can use Ancestry on-campus or you
can send them to Special Collections & Archives if they have local relatives theyre looking for
information about
If a student has questions about financial aid, transcripts, or university account/billing questions, send
them to Raider Connect
If someone needs to borrow a calculator, they can do that in the Math Learning Center, but warn them
that they must complete a rental-agreement form and pay a refundable $20 deposit.
If a student needs test proctoring services, theyll need to reach out to the department that they need that
service from.
If someone asks you about how to get a print copy their thesis or dissertation, the best option for is the
widely used online service, Thesis on Demand, at www.thesisondemand.com, which allows you to upload
the PDF file of your document, select binding options, and have the finished volume shipped to you. Local
copy shops (including FedEx and UPS stores) or professional book binderies may also be able to assist
them.

POLICY ON CONFIDENTIALITY OF PATRON INFORMATION

As an employee of the University Libraries of Wright State University, I understand that in order to fulfill my job
responsibilities, I may have access to information about students, faculty, staff, and other patrons of the Libraries. I
understand that all patron information, whether in paper or electronic formats, must be held in the strictest
confidence. Such patron information may include home and e-mail addresses, telephone numbers, circulation
records, data about usage of library resources, and other kinds of user data.

I further understand that I may not divulge or discuss such patron information unless I have been specifically
authorized to do so by the Provost. Failure to adhere to this requirement of confidentiality in my work could lead to
disciplinary action up to and including termination of my employment.

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LIBRARY GLOSSARY

Abstract

1. A short summary of an article. You will find some abstracts when you search the databases. Use these to
decide if you want to get the full text of an article. 2. Sometimes abstracts are published together in a
reference book that allows you to find details of articles and books on particular topics. These printed
collections of article citations and the abstracts are also called abstracts. Print abstracts are rarely used
anymore, but we still have a handful.

Citation

Information about a book, article, or resource used in research. The citation usually includes the author,
title, date, publisher, and more.

Bibliography

The list of works cited by an author at the end of an article, paper, book, or other research-based writing.
There are also specialized subject bibliographies, published separately as books.

Biography

A book about a person written by another person.

Call Number

The number on the spine of a book that is assigned to an item based on its subject and used to organize
materials in the library. Every item in the library has a call number. Use the call number to find the item
you want on the shelves. Most academic libraries like ours use the Library of Congress system (ex.
PQ1765.I15 1990). This system assigns a group of numbers and letters from A to Z. (Most public and
school libraries use the Dewey Decimal Classification System of call numbers.)

Catalog

The list of items in the University Libraries (including Dunbar, ERC, the depository, and more). Locate
library holdings for books, journals, media, and more.

Database

Similar to a catalog, a database is a collection of information/records (often articles, but book chapters or
dissertations may be included) in a subject area or covering certain publications. Database records usually
include the citation, an abstract, and sometimes a link to the full text.

Dissertation/Thesis

The major capstone paper a person writes, usually when getting a masters or doctoral degree. You can find
our newer theses and dissertations in the OhioLINK Electronic Thesis and Dissertation Center (ETD) and
most of our older ones in the depository.

Full Text Document

The entire contents of an article, available electronically.

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Index

1. In a book, an alphabetical list of all the names or topics in the book followed by relevant page numbers.
2. A reference book that contains citations to articles in periodicals by subject or author. Before databases
were the norm, people had to consult a print Index or Abstract. Print indexes are rarely used anymore, but
we still have a handful.

InterLibrary Loan (ILL)

Our method for requesting books that are not available anywhere in Ohio and articles that are not available
in print in our building or full-text electronically. Textbooks may NOT be requested through ILL.

OhioLINK

A consortium of 89 Ohio libraries that work together to provide Ohio students, faculty, and researchers
with books, articles, videos, and more. We use OhioLINK to request books that we dont have. OhioLINK
also provides many of our databases, electronic journals, and e-books.

Periodical

A generic term for anything published periodically, including magazines, journals, and newspapers.

Journal

A periodical that is scholarly or academic in content and purpose. Compare to a magazine.

Magazine

A general-interest periodical that has a broad audience. Compare to a journal.

SearchOhio

An agreement between OhioLINK libraries and some of the public libraries in the state that allows patrons
of those public libraries and OhioLINK institutions to borrow from each other. Links to SearchOhio can be
found in the Research tab on the University Libraries website. (Note: these are good for ordering fiction
books.)

Southwest Ohio Regional Depository (SWD or SWORD)

Remote (off-campus) storage facility where we send older materials that dont circulate much. We share
this facility with a couple of other Ohio schools. SWD items used to come up in our catalog. We
contributed most of our SWD catalog records to OHDEP, the Ohio Depository project. Most of the SWD
records dont show up in our catalog anymore. SWD items can be request through OhioLINK. If an SWD
item does come up in the catalog, it can be requested using our catalog request button.

Style Manual

A book that tells the reader how to format a paper, with regard to footnotes, bibliographies, pagination, etc.
Patrons should ask their instructor which style manual to use. The most commonly used style manuals are
APA, MLA, and Chicago.

Adapted from: HGTCs Library Lingo, Designs for Active Learning, 1998, and the Glossary of Library Jargon from the University of Portsmouth

Page | 45
WRITING CENTER

In this section, you will find:

Writing Coach handbook selections

+ Section 1: Logistics
+ Section 2: Sessions
+ Section 3: Out-of-Session Activities
+ Section 4: Resources
Writing Center mission & services
Session blocks
FAQ

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WRITING COACH HANDBOOK SELECTIONS

Section 1: Logistics

Employment Policies and Expectations

Working at the Writing Center

The mission of the University Writing Center is to help students become more skilled, confident, and independent
writers and students. Helping students to achieve these goals will be your top priority while working in the center.
To better help you understand how you are expected to use your time in the Center, here is a quick breakdown of
time and task allocations:

75%-80% (or more) of a Coach's time in the center should be spent:

1. Working with students

2. Engaged in self-training
a. Developing and implementing a plan for skill improvement
i. Identifying what to improve
ii. Establishing a baseline of performance
iii. Engaging in study or practice
iv. Measuring improvement
b. Working on Writing Center projects
c. Conducting Tutor Technique Observations
d. Reflecting on your work in your Coaching Notebook
e. Completing CRLA activities
3. Performing other tasks as assigned by the Director, Graduate Assistant, or Student Office Assistant

20%-25% (or less) of a Coach's time can be spent:

4. Quietly working on homework

5. Quietly engaged in conversation with other staff members

Note from the Director: As Director of the Writing Center, I am tolerant of these other uses of your time in the
Center because I support your academic goals, I value the work you do here, and I know how important it is to have
some consistent hours to help you keep a budget. However, I dont want you to get too used to spending work time
engaged in your own personal activities. Doing so will minimize your opportunity for training and will dull your
readiness to respond properly when we experience a high demand for our services. Therefore, stay focused on tasks
related to your work here in the Center.

Professional Conduct

The Short Version

You are expected to be professional when working in the University Writing Center. You should act appropriately
and treat each other and your clients with respect. When you are in the Center, on or off the clock, your audience
includes every other person in the Center at that time other coaches, students, and professional staff. Please be
considerate of those around you by keeping your voice at a reasonable level and your topics of conversation
appropriate for any person who may hear you. Do not discuss clients or their writing in the Writing Center
before, after, or between sessions.

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Instances of lewd or offensive language or behavior while in the Writing Center will result in a warning or
immediate termination, to be determined at our discretion.

For University Drug and Alcohol Policy guidelines, please read section 4005 of the Wright Way Policy Manual.
Coming to work under the influence of drugs or alcohol, or consumption of substances while on the clock, will
result in immediate termination.

The Long Version

The Writing Center is kind of a unique environment. Our definition of professionalism is informed by both the very
serious, academic nature of the work we do here and the social nature of that work. We want you and the students
you work with to feel comfortable here. We recognize that you are students too, and that your studies are important
to you. These factors and more determine our expectations for how you should act in the center.

The two words that can best guide your actions in the center are respect and compassion. We will treat you with
respect, and you should expect to treat your supervisors, your fellow employees, and the students who use the center
with respect. This respect stems from compassion for your fellow human beings. That may sound corny, but its an
important part of what we do.

Specifically, we should always be aware that this is a learning environment. That means that no one here is perfect
or expected to be so. It means we can all learn something each day, and that we can learn from any person or
situation. Just as we hope to create a safe environment in which you can grow as a consultant, a student, and as a
person, you should be acting in ways that help create that same environment for the students who come to us for
help with their writing.

One of the most important ways we do this is that we do not talk about our clients in the Center. When you talk
about your clients in the center, other people especially other clients will hear you, and they will wonder what
you say about them when they leave. Talking about others behind their backs does not create the perception of a safe
environment. There will be time to discuss what happens in the center when we have our staff meetings. That is the
appropriate time to share your comments, questions, and/or frustrations and to seek guidance from your fellow
consultants.

The Center is a public space, and whether you are aware of it or not, everything you do or say here is witnessed by
someone a supervisor, a fellow consultant, students who use the Center, and even people who are just passing
through. We will be defined by how you act, and we expect for you to represent us in a positive light.
Remember: You are We.

If a situation occurs that cant wait for a staff meeting, you can always talk to the director in her office. Frustrations
are natural, and no one expects you to be an emotionless automaton far from it; your passion for helping others
with their writing and your compassion for others are two of the primary reasons you are here. However, managing
our own behavior is part of what it is to be a professional. Therefore, you should maintain an awareness of how your
actions are affecting others.

In a similar vein, you are expected to meet with clients willingly. You dont have to jump for joy every time the
Student Office Assistant tells you your client has arrived or asks you to take a walk-in client. However, responses
such as Can someone else do that?, Aw, man!, Im doing my homework, or other obvious signs of your lack
of desire to do your job are not appropriate, dont reflect the attitude we want to convey, and will ultimately cause
the ire of students, coaches, and the Director alike.

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Additional Guidelines

You should not make personal phone calls from the Writing Center while you are working. Except in an
emergency, you will not be interrupted during a session to receive a personal phone call.
Turn your cell phone off or on silent when in the Writing Center. If a situation arises where you must have
your cell phone on, you may keep it on vibrate. These exceptions should be approved by the Director. You
should not accept calls or return text messages while you are working with clients. To ensure that you
receive emergency messages, you are permitted to share the Writing Center main phone number (937-775-
5770) with your emergency contacts.
Do not arrange to meet with friends or classmates in the Writing Center while you are working.
Please adhere to due dates for timecards and other materials that we need for scheduling. Let the Office
Manager know as early as possible if course scheduling prevents you from submitting these materials on
time.

Section 2: Sessions
To give students ample time to develop skills and confidence, promote independent reflection and revision, and help
to ensure the availability of our services to other students, we operate with the following policies:

A Wright1 card is required to sign in for a session.

Students may meet with a Writing Coach for up to an hour in one day and no more than two hours in one
week, schedule permitting.
+ Sessions occur in half-hour blocks, meaning students may use two blocks in one day and 4 blocks in
one week
+ Hour-long sessions consist of 50 minutes of consultation with 10 minutes allotted for paperwork.
+ Half-hour sessions consist of 25 minutes of consultation with 5 minutes allotted for paperwork.
Appointments are not required to meet with a coach. Students can "walk in," and if we have a coach
available, we can meet with them.
As a courtesy convenience, sessions may be scheduled in advance.
+ We recommend coming to the Center to schedule appointments, but we will make appointments by
phone.
+ Sessions start on time. Students should plan to arrive at least five minutes before their appointment
time. If a student is late for their scheduled appointment, we reserve the right to give that session time
to another student.
+ If a student misses three appointments, they will lose scheduling privileges for the remainder of the
term. However, they may still use the Center on a walk-in basis, and scheduling privileges will be
reinstated the following term.

Internal Explanation of Policies

Wright1 Card Requirement

The Writing Center is funded through tuition. We are therefore able to offer our services to Wright State students
free of charge. As a result, our services are only available to students of the university. A Wright1 card immediately
identifies an individual as a Wright State student.

If a student does not have a Wright1 card, a UID and alternate form of identification (such as a drivers license) is
sufficient identification if the student is in our database. The main guideline: use common sense. If you have been
working with a student consistently or simply know for certain that the individual is a student, we can sign the
student in using only a UID.

Page | 49
Session Start Time

Sessions typically begin on the hour or half hour. Exceptions to this policy might include the following:

In general, you can give up to a 5-minute leeway

Student notifies us in advance that he may be late (e.g., calls from the parking lot to say hes on his way or
has a standing appointment to which he knows hell regularly be 5 minutes late).
Student agrees to a shorter session

If you end up meeting with a student who is late or begins a session after the hour or half hour, you should NOT
extend the session beyond the next half-hour block.

Session End Time

Sessions should end 5 minutes before the hour or half hour to provide ample time to complete the necessary
paperwork. Ending a session exactly on the hour or half hour is considered late. Ending the session on time is the
key to being able to start the next one on time.

As mentioned above, sometimes students will agree to start after the hour or half hour, which will result in a shorter
session. Their session should still end on the next half hour (counts as a half hour session) or on the next hour
(counts as an hour session). Even though the students session did not last for the whole half hour or hour, we treat
the session as a complete hour or half hour when marking the front of the students CIF. For example, if a student
works from 1:15-2:00, we would count this as an hour-long session, and two boxes would be filled in on the front of
the CIF. The session start and end times on the back of the CIF and the session report should still reflect the actual
time the student was in the center.

Session Length

Our standard session length is half-an-hour. Students may have two sessions in a day. If the student chooses, these
sessions can be back-to-back.

Daily Session Limits

Students may have up to two half hour sessions (or one hour-long session) per day. Because there is an educational
component to this policy in addition to the service component, there should be no exceptions made to this policy.

Weekly Session Limits

Students may have up to four half-hour sessions (or two hours) per week. Because there is an educational
component to this policy in addition to the service component, there should be no exceptions made to this policy.

Appointments

As a courtesy convenience, students may schedule sessions in advance. Appointments may not exceed one hour and
must begin and end on the hour or half hour. There is no limit to the number of appointments a student may have,
provided they do not exceed the daily and weekly session maximum. If students make multiple appointments, you
should also explain our No Show policy.

Requesting Specific Coaches

We will attempt to honor reasonable requests to work with (or not work with) a specific coach; however, we reserve
the right to assign coaches to students at our sole discretion. The basis for this discretion should include the coachs

Page | 50
availability, the coachs workload, and the staffing needs of the Center as determined by the Student Office
Assistant and/or Director. Coaches who have concerns about working with a particular student are encouraged to
bring those concerns to the Director. We will make every reasonable attempt to find a mutually suitable solution to
the situation.

Paperwork

Client Information File (CIF)

The Client Information file is where we keep track on the number of times a student has visited the Center, as well
as notes from those sessions.

Student Information

When a student comes to the Center for the first time, they will be asked to fill out the information at the top of the
CIF, including their name, UID, email, phone number, and the class that they're coming to the Center for. While the
student is responsible for providing this information, if you notice that any of it is missing, not clear, or not readable,
you should clarify with the student to get it completed.

Session Blocks

The bottom half of the front page has rows which represent the week of the semester, and columns that represent the
day of the week. Each day is split into two blocks; these blocks represent the allotted two- half hours a day that a
student can use the Center. When a student has a half-hour session, fill in the date (month/day) in the first block;
when a student has an hour session, fill in both blocks with the date.

Session Information

The back of the CIF is where we record information and notes about the session. This information is helpful in many
ways: if you work with a student consistently, it can help you remember where you left off, topics you've discussed
before, and progress that has been made; if another coach works with the student, the notes will help them see what
was accomplished in the student's last session.

At the end of the session, fill out the sections as indicated (date, time in/out, coach name, and course). For the
'session notes' section, write brief notes about what was accomplished in the session this doesn't need to be in
complete sentences, and should be as concise as possible. It can also be helpful to write the type or name of the
assignment that you worked on.

Session Reports

The Session Report serves two purposes: it allows us to record what students accomplished in the Writing Center,
and it allows us to notify professors that a student has worked with a Coach on an assignment. The Session Report
consists of four parts:

Student Information

Student Name

On the CIF, the student's name is listed with their last name first make sure that when you fill out the Session
Report, their name is both spelled correctly and is in the right order.

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Instructor

In this blank, you can either write the instructor's first and last name, or their title and last name. If a student's
information about their instructor was insufficient on the CIF (first name only, missing, or unreadable), make sure
you clarify with the student so you can fill out this section correctly.

Course

Write the abbreviation for the course, as well as the course number. Again, if this information was incomplete on the
student's CIF, clarify with the student so that this information is correct and complete.

Sometimes, students will visit the Center for personal writing that's not for a class, such as a resume, cover letter,
application, or personal statement. In this case, use "UWC- Personal" for the course number.

Date and Time

Fill out the complete date. For the time section, fill in the time that the session actually began and ended; even
though we may count a session as a full half hour or a full hour (for example, a 12:00 pm-12:45 pm session takes up
two session blocks and counts for an hour, even though it was only 45 minutes), the time given on the session report
needs to reflect the actual time used.

Assignment

When writing the title of the assignment, try to use the name of the assignment given by the instructor. If the student
doesnt know the name of the assignment, you might take that opportunity to help the student find the name of the
assignment (and other important information like a rubric or assignment guidelines) on Pilot. If there isnt a name
given for the assignment, just be specific enough that the instructor will easily be able to tell what the student
worked on.

Delivery Box

If the student does not want the session report to be sent to the instructor, check the "Do Not Send" box. If the
student does want the session report to be sent to the instructor, check the "Deliver to:" box, and fill in the name of
the instructor in this case, using only their last name is okay.

Don't worry about filling in the "Office/Dept.#" line; the Student Office Assistants will fill that in when they record
the Session Reports.

Checkboxes

The checkboxes under "Today your student worked on/ discussed:" reflect the writing process and are broken up
into four parts: Understanding and Planning, Writing and Revising, Polishing and Presenting, and Student Success
Strategies.

Check all of the boxes that represent what you worked on in the session, and remember to fill in the blanks for the
citations or referrals option if necessary.

Comments

The comments that you write should reflect the boxes that you checked; for example, if you checked "Mechanics,
usage, grammar / proofreading strategies," you should explain what aspect of that you and the student worked on.

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The comments on the Session Report should be consistent with the comments you write in the "Session Notes"
section of the CIF. However, unlike the comments on the CIF, the comments on the Session Report should be in
complete sentences.

When writing the comments, you should always use the student's name, and your comments should indicate that the
student did the work in the session. Additionally, your comments should be objective; they simply reflect what was
accomplished in the session. Avoid subjective judgments about the student's writing, and instead focus on what the
student did during the session.

Helpful phrases:

"Today, Student Name came in for help with ______________.

"Student Name and I read through his/her paper."/ "Student Name and I read his/her paper out loud."

"Today, Student Name and I discussed ___________.

"Student Name created/worked on/developed __________.

For examples of good and bad Session Reports, go to the "Session Policy and Procedure" section (under
"Content") on our Pilot page.

No-Shows

Policy

Students may miss two scheduled appointments. The third missed appointment will result in a loss of scheduling
privileges for the remainder of the term. Students may still use the Center on a walk-in basis, and their scheduling
privileges will be reinstated the following term.

The No Show rule is designed to take judgment out of the equation. Students dont have to justify their actions or
make excuses. However, there will undoubtedly be a point at which a student will offer an explanation for why her
particular situation should trigger an exception to our policy. Scheduling an appointment is merely a courtesy
convenience. Exceeding our No Show limit does not deny our service to students; it only puts a hold on a
convenience that has already gone unused three times.

Some students will undoubtedly fixate on what is being denied them rather than focus on what they can do. If a
student persists in arguing the situation with you after youve explained that they can still use the center, you can
offer to let the student speak with the Director.

Procedure

When does a situation count as a No Show?

A student will receive a No-Show if they miss an entire appointment. This can occur for several reasons:

The student does not physically show up.

The student arrives late and the assigned coach has begun working with another student.
The student arrives late and chooses to wait until the next session block so they can have the full session
time.

Now, if the student arrives late but is still able to work with the scheduled coach, the session can still take place so it
does not need to be counted as a No Show. The session must still end at the originally scheduled time.

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Rule of thumb: if the scheduled appointment time passes OR the coach is reassigned before the students session
begins, it counts as a No Show.

Paperwork

Write No Show #x on the back of the Client Information Form (CIF)

Do not make any marks on the chart on the front of the CIF
+ The student did not have a session, so we are not counting it as one
+ Therefore, daily and weekly session maximums are not affected by a No-Show
Fill out a Session Report, writing No Show #x in the comments. This is a Do Not Send report.
This report is simply for consistency while processing paperwork

If a student misses THREE appointments:

They are unable to schedule additional appointments for the remainder of the semester.
Upon the third missed appointment, follow the paperwork procedure as described above.
+ Once that paperwork is processed, the Walk-ins ONLY box on the front of the CIF will be checked.
+ Remember that students are still able to use the Center, just on a walk-in basis.
Cancel any remaining appointments the student has on the schedule.

Student Populations

LEAP in the Writing Center

What is LEAP?

LEAP stands for Learning English for Academic and Professional Purposes. LEAP prepares non-native speakers of
English for success in academic and professional programs.

The Policy

We are not able to work with students in LEAP 0 3 because they are not officially Wright State students and we
are not trained to most effectively assist these students based on their level of language acquisition. Students in
LEAP 0 3 should be referred to the LEAP Learning Center, located at 106 Allyn Hall. Once LEAP students enter
LEAP 4, they are officially students at Wright State and, therefore, they may use the Writing Center up to 4 times
per semester for their LEAP course, provided the student brings in a permission form signed by their instructor for
each session.

4 times means visits in total, not necessarily session blocks. If a student comes in for a session, brings one
permission form, and works for one hour, this is fine. Students dont need two permission forms to have a one-hour
session.

This is separate from how we count total time in the Center. LEAP 4 students must follow the same policies as
all students, meaning they may have one hour per day and two hours per week.

A LEAP 4 student that is enrolled in a regular academic class may use the Writing Center for that non-
LEAP course as often as any other student (1 hour a day, up to 2 hours a week), without the need for a
permission form.

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Permission Form Procedure

When a LEAP 4 student comes in for a session for their LEAP class, you must ask for the permission form from the
instructor. If the student is scheduling an appointment for a later date, tell them to bring their permission form when
they arrive for their appointment.

When you receive the permission form (which may already be attached to the CIF), write the date the session occurs
on the form. You also need to initial this form after the session.

Both the Student Office Assistant and the coach need to pay attention to the students CIF. Just because a permission
form is attached does not mean it is still valid. Look for the date and for the number of times the student has visited
the Center.

Students with Disabilities

The Office of Disability Services (ODS) offers services, like readers and writers, which allow students with physical
and non-physical disabilities to participate in all facets of university life. At the Writing Center, you may work with
students with varying degrees of disability; occasionally, a student may require the use of a reader or a writer.

As a Writing Coach, your responsibilities in a session are complex enough as it is, and by no means are you required
to also fill the role of a reader or writer for a student that needs assistance. In fact, doing so, while it may feel
helpful, can actually prevent you from doing your job to the best of your ability, which is not helpful to the student
in the long run. Of course, there are exceptionsif youre unsure about something, use your best judgment, keep
our mission statement in mind, and always feel free to seek help from the Director.

Students can be referred to the Office of Disability Services, located at 180 University Hall (937-775- 5680). ODS
has also provided us with a helpful worksheet called Strategy Tips for Working with Students with Disabilities
that can be found on our Pilot page.

Outside Our Scope

Students will come in to the Writing Center with a variety of concerns, and sometimes they will have questions that
dont relate to writing. Sometimes, youll have the knowledge to respond. If youre confident in that knowledge and
are comfortable talking about it with the student, you may do so. However, you are not responsible for knowing or
finding every answer, especially if there is another service on campus that is designed for that specific purpose.

Some students may require or desire additional services that are outside the scope of what the Writing Center can
provide. In these cases, the most appropriate response is to refer the student to the campus office or department that
is best equipped to support the student. For more information about referrals, see the Outside Our Scope.

Section 3: Out-of-Session Activities

Coach Chats

For us to be able to help students, they have to know that were here to help them. One way that we help educate
students about the Writing Center is through a 10-15 minute presentation called a Coach Chat. Typically, a veteran
and a new coach will be asked to go deliver this short, informal presentation about our services to a class. During
this presentation, youll use our Coach Chat outline and our Coach Chat Power Point to present the informationwe
also have Writing Center folders that youll take with you to hand out to the students.

If youre scheduled to do a Coach Chat, it will show up as an appointment with yourself in the daily schedule book.

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CRLA Certification

CRLA stands for the College Reading and Learning Association. We will be completing modules and objectives
some at orientation and some throughout the yearthat will allow you to become a CRLA- certified tutor.

We will complete most of the CRLA activities in staff meetings, but some may require you to do work out of staff
meeting. If youre not working with a student in a session, working on your CRLA activities is a good optiononce
youve completed an activity, make sure you mark it off on your CRLA progress chart, located in the CRLA binder
on the employee bookshelf.

Writing Center Project

Fall Semester

For the fall semester, you will be asked to develop your own project for the Writing Center. This might be an
individual project, or it might be a project that you work on with a group of other coaches. This project should be
something that will benefit the Writing Center, our students, or other writing coaches. With that in mind, the project
can stem from something that you need to improve personally. For example, maybe you have a hard time with
grammar rules, and want to refresh your knowledge; your project might be to create a worksheet for grammar
practice or to create a video to put in our Mini Lessons on Pilot, from the skills that you learnedboth of these
examples would not only help you improve your own skills, but would also help students (worksheet) or the writing
coaches (video) improve their skills.

Some examples of past projects include developing material for our website, organizing a book drive, creating
worksheets for different parts of the writing process, designing workshops, and creating style guides for our
community bookshelf. Other examples of projects can be found in our Coach Toolkit binder on the employee
bookshelf, or in our Coach Toolkit on Pilot.

Spring Semester

During the spring semester, instead of doing an individual or group project, youll be working on your resume and
cover letter. This will look different for everyone, as it will depend on how far along in your college career you are,
and what your future career goals are. The goal of creatingor, for veteran coaches, updatingyour resume and
cover letter is to help you articulate the skills and experiences that you've gained both as a student and as a writing
coach to a potential employer. Your resume and cover letter will become part of your Professional Portfolio, which
is explained below.

Professional Development Program

Overview

Working at the Writing Center is part of your educational experience. We want to make sure that you are prepared to
work with students, receive constructive feedback about your performance, and can articulate your experiences here
to prospective employers. Our Professional Development Program is designed to do all of these things.

The components of the program are as follows:

Training
Performance Appraisal
Professional Portfolio

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The sections that follow explain each component.

Training

There are three parts to your training:

1. Orientation
2. Ongoing training at Staff Meetings
3. Self-training and reflection

Orientation and Staff Meetings are scheduled events and dont need much explanation, but how to go about self-
training might not be so obvious. Self-training has four components to it:

1. Identify an area for improvement

2. Develop a plan of action
3. Implement the plan of action
4. Assess the results

Aspects of your self-training will be applied in both your Performance Appraisal and Professional Portfolio.

Performance Appraisal System

The primary purpose of the Performance Appraisal System is to provide you with the feedback necessary for
consistent growth and improvement as employees. Feedback comes from three sources: student evaluations, peer
observation, and Director guidance. This feedback can then be used in the Self-Appraisal, which you will complete
and present to the Director at least once each academic year. You will receive additional feedback in a Coach
Appraisal. You will receive a copy of your final yearly appraisal to keep.

Professional Portfolio

To help you develop as a Writing Coach and a professional, you will keep a Writing Coach Notebook and,
ultimately, develop a Professional Portfolio. These documents not only provide a focus for your self- training; they
are the place to capture important work you will be asked to do for the Center. Ultimately, they will become a
compendium of your achievements here at the Center and should help you to articulate your experiences here to
your future employer.

These documents are yours. As such you have a great deal of freedom in how you create them. You may use
whatever tools you wish (i.e., software, paper notebooks, etc.). However, you should be prepared at any time to
show proof of your work as part of our Performance Appraisal System.

What is the Writing Coach Notebook?

The Writing Coach Notebook is a place for reflection, keeping track of your self-training, and for planning and
drafting work you are doing for the Center. It is the workspace in which to capture ideas, thoughts, and work that, in
finished form, can make up your Professional Portfolio. Your Notebook should contain:

Coaching Reflections

A journal of ideas, suggestions, informal observations etc.

Tutor Technique Observation (TTO) feedback from other Coaches
Reflections on TTO feedback
Exercises, tests, or other materials youve used in self-training

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 Commentary / reflection on your self-training

Student Reflections

Reflections on how working in the Center helps you achieve Core Learning Outcomes
Reflections on the impact of working in the Center on other aspects of your personal development

Career Reflections

Description of your work here at the Center (Cover letter draft updated each year)
Writing Center resume section (can create full resume if you choose)
Reflections on how your work here might apply to your career goals

Project Section

Lists or musings of ideas for projects that help students or one another
Project plans and schedules to guide your work on projects
Drafts of worksheets, handouts, posters, etc.

What is the Professional Portfolio?

Your Professional Portfolio is a place to keep finished work and relevant reflections that represent your
contributions to the Writing Center. Your Professional Portfolio is a narrative, of sorts, that you can use as you
prepare for interviews in your chosen field. Its intent is to help you better articulate your work and educational
experiences. Your portfolio will contain:

Cover letter (or Writing Center section of a cover letter)

Resume (or Writing Center section of a resume)
Examples of your work in the Center and appropriate reflections. Examples include:
+ Worksheets / Handouts youve created
+ Feedback
Student
Peer
Director
+ Narratives (for important experiences or learning that didnt yield an end product)

Examples

Here are two examples to give you an idea of how all of these pieces might work.

Example 1

Based on your score on our grammar test and your own appraisal that you arent as familiar with the names of
grammar terms as youd like to be, you decide to engage in some self-study of grammar terms. When you are not
working with students, you spend time reviewing terms and definitions found in one or more of our reference
sources. You keep notes and reflections of this in your Writing Coach Journal. When you feel ready, you decide to
retake the grammar test. You note that your score in the naming section of the test improves by almost three full
points. While you are happy with this improvement, you are determined to get a perfect score on that section and
decide to continue the process. In your Self-Appraisal, you report on your progress and your goal to continue. Your
progress and plan are then also noted in your final yearly Performance Appraisal. When it is time for you to

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graduate, you decide not to include your test in your Professional Portfolio because it was a relatively small part of
your contribution to the Center.

Example 2

Youve never had to use APA style before. You find yourself struggling to help students with it. You decide to teach
yourself APA by making a handout to help both you and your students understand the ins and outs of the style. You
use your Writing Coach Journal to plan your project. You make notes about the areas that seem to give students
most difficulty. You design a couple of different handouts and get feedback from your fellow coaches. You realize
that your second option will probably work best, so you decide to print out a few copies and use it with your
students. They seem to respond well to it, and you realize that you are better able to explain certain concepts now.
You write a reflection in your Writing Coach Journal to describe your experience so you can articulate your
improvement when you meet with the Director for your Performance Appraisal. You also note your accomplishment
in your Self-Appraisal, which is subsequently noted in your final yearly Performance Appraisal. You decide to
include a copy of the final handout in your Professional Portfolio because it represents a significant accomplishment.
You also write about it in your Cover Letter and note it on your Resume, which are also found in your Professional
Portfolio.

Section 4: Resources

Library Partnership

As part of our growing partnership with the Library, we will have librarians working in the Writing Center from
10:00 am - 6:00 pm, Monday through Thursday. Librarians are available to assist with students research needs as a
part of the research and writing process. This includes assistance with finding and identifying appropriate sources,
help with citation styles, and use of library information sources.

The librarians will be in a designated area with signs so that you and students will be able to locate them easily; you
can ask a librarian to come over to your session if you or your student have questions, or you can take your student
to the librarian to work with him or her as part of the student's session.

Pilot Page

Our Pilot page, called Writing_Center-mc437 should be listed as a Continuous Year course on your Pilot
homepage. This is a resource that we use for training, for collaborating on projects, and for sharing important
information, so you should check our Pilot page daily. Common things you might look for on our Pilot page include:

Staff meeting Power Points and information

Discussion groups for projects
Professional development documents and links
The coach toolkit
+ Includes coach projects that can be helpful for you and the students you work with
Session policies and procedures
Instructor information
CRLA handouts and information
The shift management document

Employee Bookshelf

The employee bookshelf is the bookshelf closest to the windows. This is where you can find:

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Instructor Binders

The instructor binders contain syllabuses, assignments, rubrics, and other important information from instructors
that teach the classes in the ENG 1100 series. This is a good resource for you to use to familiarize yourself with the
assignments for those courses. They can also be referenced when working with a student from one of those courses.

CRLA Checklist Binder

In this binder, you'll find your individual CRLA checklist; when you complete a CRLA module or activity, mark it
off in this binder to help you keep track of your progress.

Coach Toolkit

The Coach Toolkit is a collection of past projects made by writing coaches. It contains worksheets, handouts, charts,
and activities that you can use with students during sessions, or for your own training. You can also find the Coach
Toolkit on our Pilot page.

Community Bookshelf

The community bookshelf is the bookshelf closest to the front desk. This bookshelf contains resources for both
coaches and students. This is where you can find:

Reference Books

We have a variety of reference books that cover most types of writing and types of citation styles, including the
Norton Field Guide, the MLA style guide for both 7th and 8th edition, and the APA style guide. These types of
reference books are helpful to use in a session even if you know the answer, because it shows the student how to use
the resource on his or her own.

Folders

In the past, coaches have created folders for specific citations styles as quick reference guides for coaches and
students. These include MLA, APA, Chicago, and Business Writing.

Sign In/ Sign out Sheet

Students and coaches are welcome to use any book on the community bookshelf at any time in the Center. If you'd
like to check out one of the books on the community bookshelf for use outside of the Writing Center, there is a sign
in/sign out sheet on the right side of the bookshelf.

Note:

Students will not be logged into Accutrack for sessions with

you at the Research Corner. You will simply record your
interactions in TIDBIT like you would any other interaction,
being sure to check Writing Center as the location.

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WRITING CENTER MISSION & SERVICES

Our mission is to help you become a more confident, skilled, independent writer and student. We can help you at
any stage of your writing process.

Dont know how to get started? We can help you:

Understand your assignment

Generate, expand, and organize your ideas

Already have a draft? We can let you know if your draft:

Is organized
Has a clear thesis or point
Provides enough support

Think youre done? We can help you:

Identify mechanics, usage, grammar, and spelling issues (MUGS)

Understand style guide requirements (APA, MLA, and Turabian)

SESSION BLOCKS

Session blocks defined

A simple way to talk about session time is in terms of session blocks. A session block is a 30-minute block of time
based on the physical clock. In other words, a 30 minute block will begin at the top or bottom of each hour only.

Block Not a Block

Think of it as the blocks on our schedule grid or blocks on the front of the CIF. If a student has a session from 2:00
3:00, two session blocks were covered so you fill in two blocks on your paperwork.

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The maximum amount of time a student can have in one day is still 50 minutes (25 minutes per block; 5 minutes of
each block is allotted for paperwork.)

End Times

A session beginning midway through a block must still end at the appropriate end time for that block. Dont extend
the session to accommodate some of the missed time from the beginning of the block. The time isnt missed and
we dont owe it back to the student; the Student Office Assistant at the front desk gave the student a choice of
session start time.

For Student Office Assistants

Aim to maximize the amount of time a student could have in the Center. If a student comes in after the start of a
block, the Student Office Assistant should first ask if they are willing to wait until the next block. If the students
preference is to begin immediately, they may finish out the current block. You are responsible for explaining
session blocks and daily/weekly limits to the student.

Even when a student requests immediacy, remember that our focus is learning. A students focus is often getting a
paper done and a decent grade. Be suspicious about a 10-minute session. How much learning can take place in 10
minutes?

Good Communication vs. Too Much Information

Sometimes, taking the time to explain all the details to a student will overcomplicate the situation. For example, say
a student walks in at 9:45. By the time they find their Wright1 card, fill out paperwork, you sign them in, and hand
the session to a consultant, its 9:50 at the absolute earliest. That session should start at 10. You dont have to
take the time to explain our session blocks to the student. By the time your explanation is finished, theres no time
left in the block for a substantial session.

What if the session goes from

[Note: these represent the session from the time the consultant begins working with a student to when the consultant
walks away; the start time here is the true start time, not the time the student walks in the door.]

10:45 to 11:15?

This covers two session blocks. Even though it is 30 minutes total, the student is permitted to work until 11:25. The
session just ends early. Therefore, it counts as two blocks and the student has reached the daily maximum.

1:50 to 2:10?

This is similar to an example explained previously. Technically, a session shouldnt start at this time. The 50-
minute mark is approximately when sessions should be ending. However, the student may have specifically
requested to start immediately. The Student Office Assistant must explain our session blocks to the student. Since
this spans two session blocks and since the student is permitted to work until 2:25, this counts as two blocks.

9:50 to 10:45?

This should not happen. As explained above, if the student wants to start at 9:50 we can do that. However, it does
not mean that they may have an entire hour. They are able to finish out the 9:30 10:00 block and may continue

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into the 10:00 10:30 block, with the session ending at about 10:25. This session spans three session blocks,
essentially going 15 20 minutes over time.

5:20 to 5:50?

In this case, the student is in a session for the end of the 5:00 5:30 block and uses the entire 5:30 6:00 time block.
This counts as two blocks.

FAQ

How much does the Writing Center cost?

The University Writing Center is funded by the university so that our services are available to you free of charge.

How often can I visit the Writing Center?

You may use the Center for up to an hour/day and up to two hours/week. Sessions occur in hour blocks.

Do I need an appointment?
You can make an appointment in advance or you may just walk in and work with the next available coach.
Scheduling an appointment is often helpful if you want to work with a coach on a regular basis.

When are you open?

During fall and spring semesters, we are open from 9:00am-8:00pm Monday through Thursday and 9:00am-4:00pm
Friday. In the summer, were open from 9:00am-3:00pm Monday through Thursday. Check our website for the most
current hours.

When I get to the Center, what should I do?

When you arrive at the Center, first stop at the front desk and let our Session Coordinator know if you
would like to have a walk-in session or schedule an appointment.
If this is your first time at the Writing Center, you will be asked to fill out a Client Information Form with
your contact information, what class your assignment is for, and the instructor of that class.
You will need to show your Wright1 card to sign in for a session. The Session Coordinator will swipe your
Wright1 card and return it to you.
Once youre signed in, you may take a seat at one of our tables or at a computer if you need one.

What can you help me with?

We can work with you at any stage of your writing process, including:

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 Understanding the assignment
Coming up with ideas
Finding and using sources
Organizing what youve already written
We can be most helpful to you if you come in early in your process and work with one of our writing coaches on a
regular basis.

Will you edit my paper?

Our mission is to help students become more skilled, confident, and independent writers and students. Editing your
papers for you takes away your independence as a writer. What we can do is show you some editing and
proofreading techniques that you can use as you prepare to turn in your paper. We can help you practice those
techniques in the session.

What happens in a session?

Your coach will ask you questions about your assignment and your goals for the session. From there, you
and your coach will start to talk about your paper. The session really depends on your assignment, your
questions, and what you are seeking to learn.
You are responsible for your own work, so we wont write on your paper. We encourage you to take as
many notes as you want though!
If you require assistance using a computer or taking notes and are registered with a Reader/Writer through
the Office of Disability Services, arrange for your Reader/Writer to attend your sessions with you.

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CITATION STYLES

In this section, you will find:

APA Style information

(6th edition)
Chicago/Turabian Style information
(16th edition; 17th edition will be released in September 2017)
IEEE Style information
(2016 edition)
MLA Style information
(8th edition)

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APA STYLE

The following information is from the WSU Writing Centers APA Mini Manual, available at:
http://www.wright.edu/sites/www.wright.edu/files/page/attachments/APAMiniManual6thed_0.pdf

DOCUMENTING SOURCES

Documenting sources in APA format involves two elements: references within the text of the paper and a list of
bibliographic information called a reference list that follows the essay. Citations within the text usually have
corresponding entries on the reference list.

Information included in a paper that comes from a source must be documented to indicate its origin. This
information may be paraphrased, summarized, or quoted.

To paraphrase means to put the information into your own words, without copying the vocabulary or
sentence structure of the original passage.
To summarize means to boil down the information into your own words. A whole chapter, article, or
book might be summarized in a few sentences.
To quote means to use the writers exact words. A quotation is indicated by placing quotation marks ()
around an authors words or phrases.

IN-TEXT CITATIONS (3.94-3.103)

In APA format, reference citations appear in the text of the paper. These in-text citations document your research
and enable your readers to locate sources in the reference list.

To cite a paraphrased or summarized source in text, give the authors last name and year of publication in
parentheses. If a direct quote is used, include a page number in addition to the authors last name and year of
publication.

Citations in-text

Source 1 (4 examples)

Fulwiler (1992) proposed new methods of revision.

Revision was discussed . . . (Fulwiler, 1992).

In 1992, Fulwiler discussed . . .

In a 1992 discussion of revision methods (Fulwiler) described . . .

Source 2 (2 examples)

In a 1987 article, Sanborn suggests that students should acquire the

skills to make syntax part of the inner voice they use to write (p. 62).

The syntax needs to become part of the inner voice that mediates in
writing, Sanborn claims (1987, p. 62).

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Source 3 (2 examples)

as Davis and Shadle (2000) argued

as has been argued (Davis & Shadle, 2000)

To cite a specific part of a source, indicate the page, chapter, figure, table, or equation as well as the author and year.
Always give page numbers for quotations, abbreviating the word page. If citing a chapter, do not abbreviate the
word chapter.

(Maki & Schilling, 1987, p. 37)

(Elbow, 1981, Chapter 9)

Citations for primary Internet sources (3.39)

Some Internet sources have paragraph numbers rather than page numbers. In this case, to cite a specific portion of
the document, use the paragraph number in text:

(Sanders, 2000, 5) or (Sanders, 2000, para. 5)

Some Internet sources may have neither paragraph nor page numbers. In these cases, identify the part of the
document being used by listing the heading or section and paragraph number in which the cited text appears.

(Sanders, 2001, Introduction, 4)

Citations for quotes within a source (4.16 B 22)

Donne writes, Ask not for whom the bell tolls; it tolls for thee,
(as cited in Bernstein, 1965, p. 23).

Bernstein quotes Donnes most famous line, Ask not for whom the bell
tolls; it tolls for thee" (1965, p. 23).

Although Donne is being quoted, the source in which the writer found the quote was a book by Bernstein. The
citation on the reference page would look like this:

Bernstein, T. M. (1965). The careful writer: A modern guide to English usage.

New York: Atheneum.

Block quotations: (6.03)

Display a quotation of 40 or more words in a freestanding block, and omit the quotation marks at the beginning and
end. Indent block quotations five spaces from the left margin and double-space. To start a new paragraph within a
block quotation, indent an additional five spaces from the new margin. The parenthetical citation for a block
quotation goes after the final punctuation mark, as follows:

Display a quotation of 40 or more words in a freestanding block of

typewritten lines, and omit the quotation marks. Start such a block
quotation on a new line, and indent the block about 1/2 inch (1.3 cm.
or five spaces) from the left margin (in the same position as the new
paragraph).

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 If there are additional paragraphs within the quotation, indent the
first line of each and additional inch. The entire quotation should
be double-spaced. (American Psychological Association, 2001, p. 117)

REFERENCE LIST (6.22-6.32)

References cited in your paper should usually appear on the reference list. Arrange the list alphabetically by authors
last names.

Dates of publication (6.28)

For monthly publications, include the year and month (2000, May)

For daily and weekly publications, include the year, month, and day (2000, May 27)

If no date is available, use the abbreviation (n.d.)

Order of the reference list (6.25)

The reference list is alphabetized by the first letter(s) of the authors last name. If two authors have the same
surname, they are listed on the reference page alphabetized by the first initial of the authors name:

Marshall, C. K. (2001). Writing...

Marshall, W. M. (1999). Making...

If there are multiple works by the same author, place them in order of publication date, starting with the earliest.

Smith, R. (1994). New discoveries...

Smith, R. (1997). Acclimating...

If there are works by the same author published in the same year, order them alphabetically by title. A lowercase
letter is then added to the date to distinguish between the two sources:

Smith, R. (2000a). Double-blind...

Smith, R. (2000b). Report on...

If a source has multiple authors, (6.12) When a work has two authors, cite both names every time the reference
occurs in text. When a work has three, four, or five authors, cite all authors the first time the reference occurs; in
subsequent citations, include only the surname of the first author followed by et al. and the year if it is the first
citation of the reference within a paragraph.

Kisangau, Lyaruu, Hosea, and Joseph (2007) found [Use as first citation in
text.]

Kisangau et al. (2007) found [Use as subsequent first citation per paragraph
thereafter.]

Kisangau et al. found [Omit year from subsequent citations after first non-
parenthetical citation within a paragraph. Include the year in subsequent
citations if first citation within a paragraph is parenthetical. See section
6.11.]

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Precede the final name in a multiple-author citation in running text by the word and. In parenthetical material, in
tables and captions, and in the reference list, join the names by an ampersand (&):

As Kurtines and Szapocznil (2003) demonstrated

As has been shown (Kurtines & Szapocznil, 2003)

When a work has six or more authors, cite only the surname of the first author followed by et al. and the year for the
first and subsequent citations. (See section 6.27.)

If a work has no author listed, cite in text the first few words of the reference list entry (usually the title) and the
year. Use double quotation marks around the title of an article, a chapter, or a web page and italicize the title of a
periodical, a book, a brochure, or a report:

On free care (Study Finds, 2007)

The book College Bound Seniors (2008)

When a works author is designated as Anonymous, cite in text the word Anonymous followed by a comma and
the date:

(Anonymous, 1998)

Abbreviations (4.22, table 4.4)

Names of states and territories in the reference list should be indicated with the official U.S. Postal Service
abbreviations (OH for Ohio, for example). It is acceptable to use the following abbreviations in the reference list:

ed. edition
Rev. ed. revised edition
2nd ed. second edition
Ed. (Eds.) Editor (Editors)
Trans. Translator(s)
n.d. no date
p. (pp.) page (pages)
Vol. Volume (as in Vol. 4)
Vols. volumes (as in 4 vols.)
No. Number
Pt. Part
Tech. Rep. Technical Report
Suppl. Supplement

When listing the city of publication for a book, include the abbreviation for the state of publication or the name of
the country for internationally published works.

However, you do not need to include the state if the name of the press includes the state name (like Ohio University
Press) or if the city (or country) is one of the following, which are known for publishing: Baltimore, Boston,
Chicago, Los Angeles, New York, Philadelphia, and San Francisco; and Amsterdam, Jerusalem, London, Milan,
Moscow, Paris, Rome, Stockholm, and Tokyo.

Page | 69
 EXAMPLES OF REFERENCE LIST ENTRIES

BOOKS (7.02)

A book with a single author:

Montague, M. (1990). Computers, cognition, and instruction. Albany: State

University of New York Press.

A book with two or more authors:

Oliu, W. E., Brusaw, C. T., & Alred, G. J. (1984). Writing that works: How to

write effectively on the job (3rd ed.). New York: St. Martins Press.

An edited book: (22, 23, 27)

Cavitch, D. (Ed.). (1980). Life studies: A thematic reader. New York: St.

Martins Press.

A book with a group or corporate author: (31)

American Psychological Association. (2001). Publication manual of the

American Psychological Association (5th ed.). Washington, DC: Author.

* When the publisher is the same as the author, insert the word Author at the end instead of repeating the
information.

An article, essay, or chapter in an edited book: (24-26)

Gould, S. J. (1995). Counters and cable cars. In R. Atwan (Ed.), The best

American essays (pp. 374-383). Boston: Houghton Mifflin.

An edition: (28, 30)

Williams, J. M. (1985). Style: Ten lessons in clarity & grace (2nd ed.).

Glenview, IL: Scott, Foresman. An English translation of a book: (21,

26)

Lukacs, G. (1962). The historical novel (H. and S. Mitchell, Trans.). London:

Merlin.

* If the original publication date is different than the date of publication of the translation, add the following to the
end of the citation: (original work published [year of publication]). Include both dates in text citations: (Lukacs
1962/1978).

Page | 70
PERIODICALS (7.01)

A monthly magazine article: (7, 8)

Carroll, J. (1996, April). An American requiem. The Atlantic Monthly, 277,

76-88.

Include the month, day, and year in entries for daily and weekly publications.

An article in a journal with continuous pagination:

Fulwiler, T. (1996). Provocative revision. The Writing Center Journal, 12,

190-204.

An article in a journal paginated by issue: (3)

Sanborn, J. (1997). Obstacles and opportunities: Sentence combining with

advanced ESL. Journal of Basic Writing, 6(2), 60-77.

A daily newspaper article: (10, 11)

Jackson, M. (1997, June 10). Dow flirts with 7500: Tech shares strong. The

Washington Post, p. C2.

*If no author is named, move the article title to the authors place. In text, use a shortened version of the title in
quotation marks in place of the authors name:

(Dow flirts with 7500, 1997). Indicate multiple pages as follows: pp. B1, B7-8.

REVIEWS (7.06)

A book review: (45)

Nicotra, J. (2001, September). [Review of the book Spurious coin: A history

of science management, and technical writing]. College Composition and

Communication, 53, 164167.

Davis, F. (2000, December 4). Blue heaven [Review of the book Kind of blue:

The making of the Miles Davis masterpiece]. New Yorker, 76, 96-100.

A movie review: (46)

Lane, A. (2000, November 27). Body of writing [Review of the motion picture

Quills]. New Yorker, 76, 181-183.

Page | 71
Audiovisual Media (7.07)

A motion picture:

Barron, D. (Producer), & Branagh, K. (Director). (1996). Hamlet [Motion

picture]. United States: Castle Rock Entertainment.

The country listed is the primary place of production and release for the film. Note that the entry is not ended with a
period.

If a motion picture is of limited circulation, the distributors name and address should be included in parentheses at
the end of the reference entry.

A music recording: (52)

Writers name. (Copyright year). Title of song [Recorded by artist if

different from writer]. On Title of album [Medium of recording]

Location: Label. (Recording date if different from copyright date)

Stevens, S. (1980). Singing on the corner [Recorded by T. Adams]. On Power of

Song [CD] New York: Good Time Records. (2000).

The in-text citation for a music recording should include the side (of a cassette or record) and the band or track
number:

Singing on the corner (Stevens, 1980, track 4)

Personal communications and personal interviews:

Personal communications are not included in a reference list because they are not generally available to most
readers. Personal communication may include such items as personal interviews, telephone conversations, letters or
memos, and electronic correspondence (e-mail, nonarchived newsgroup and bulletin board postings, etc.). Cite these
sources in the text of the paper only. Include the writers name and the date:

(S. Jones, personal communication, January 8, 1997)

Information included in the text need not appear in parentheses:

S. Jones (personal communication, January 8, 1997) notes . . .

Internet Message Boards, Electronic Mailing Lists, and Other Online Communities (7.11)

The most recent edition of the Publication Manual simplifies the guidelines for citing electronic sources. Updates on
citing electronic sources will be posted on APAs web site (http://www.apastyle.org/elecref.html).

The APA manual asks writers to observe two guidelines when citing World Wide Web sources:

Page | 72
1. Direct readers as closely as possible to the information being citedwhenever possible, reference specific
documents rather than home or menu pages. 2. Provide addresses that work.

At the very least, citations for Internet sources should include

document title or description

date of either date of publication or update or the date of retrieval
a Web address or uniform resource locator (URL)

URLs must be correct for readers to locate materials from the Web, so the easiest way to ensure accuracy of the
URL is to copy it from the browser and paste it into your document.

Because many URLs are long, they might run over the end of a line. Do not hyphenate URLs; instead, break them
either before a period or after a slash:

http://cnnfn.cnn.com/2001/10/04/travelcenter/ airlines_fares/

http://cnnfn.cnn.com/2001/10/04/
travelcenter/airlines_fares/

Electronic Media

Internet article based on a print source:

Provide the DOI, if one has been assigned to the content. The DOI is usually found on the first page of the article.
When a DOI is used, no further retrieval information is needed to identify or locate the content. If no DOI has been
assigned, provide the home page URL of the journal or of the book or report publisher.

In general, it is not necessary to include database information. Some archival documents (e.g., discontinued
journals, monographs, dissertations, or papers not formally published) can only be found in electronic databases
such as ERIC or JSTOR. In this case, give the home or entry page URL for the online archive.

Journal article with DOI:

Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status,

and the survival times of terminally ill patients. Health Psychology,

24, 225-229. doi:10.1037/0278-6133.24.2.225

Journal article without DOI:

Sillick, T. J., & Schutte, N.S. (2006). Emotional intelligence and self-

esteem mediate between perceived early parental love and adult

happiness. E-Journal of Applied Psychology, 2(2), 38-48. Retrieved

from http://ojs.lib.swin.edu.au/index.php/ejap

Page | 73
Internet article based on a print source but with additions or changes to the original; Internet-only journal
articles:

If the electronic version of an article has been updated or changed, if the format of the article is different than the
print version, or if the electronic version does not have page numbers, use this format, which includes the retrieval
date and the URL.

Note that when the reference entry ends with the URL, no period is included at the end of the entry (unless it is part
of the URL).

This is also the format used for Internet-only journal articles. If there are no page numbers, replace the page
numbers with an article number, if one is available.

Author(s). (Date of publication). Title of article. Journal Title, Volume

number, page numbers. Retrieved [date] from URL

Detweiler, J. B., Bedell, B. T., Salovey, P., Pronin, E., & Rothman, A. J.

(1999, March). Message framing and sunscreen use: Gain-framed

messages motivate beach-goers. Health Psychology, 18, 189-196.

Retrieved July 24, 2000, from http://www.apa.org/journals/hea/

hea182189.html

Electronic correspondence:

E-mail messages and conversations via nonarchived bulletin boards and electronic discussion groups are cited in
the text as personal communication. Generally, they are not included in the reference list, but they are cited in the
text of the paper.

Multipage document created by private organization:

Name of organization. (Date of publication, if available). Title of

document. Retrieved [date] from URL

Womanline. (n.d.). Welcome to Womanline. Retrieved October 5, 2001,

from http://www.womanlinedayton.org/ index.phtml

Chapter or section of an Internet document:

Name of organization. (Date of publication, if available). Title of chapter

or section. In Title of document (chapter or section identifier if

available). Retrieved [date] from URL

Page | 74
Wright State University. (1998, September). Equal educational and

employment opportunity policies and affirmative action plan. In The

administrative policies and procedures manual of Wright State

University (Policy number 4001). Retrieved January 25, 2002, from

http://www.wright.edu/wrightway/4001.html

Message posted to a newsgroup: (7.11, 74)

Authors name or screen name. (Date of posting). Subject line of the

message [Any identifying information such as message number]. Message

posted to [address of newsgroup]

Weiss, A. (2001, October 6). Architectural name [Msg. 2].

Message posted to news.alt.architecture

Message posted to an archived electronic mailing list: (7.11, 75)

Authors name. (Date of posting). Subject line of email message

[Any identifying information such as message number]. Message posted

to [name of list] electronic mailing list, archived at [URL for

archived version of message]

Swyt, W. (1999, November 3). Tips on working with ESL students [Electronic

mailing list message].Retrieved from http://www.ttu.edu/wcenter/9911/

msg00063.html

Electronic version of daily newspaper article available by search: (7.01, 11)

Broad, W.J. (2001, October 9). U.S. acts to make vaccines and drugs against

smallpox. New York Times. Retrieved October 10, 2001, from

http://www.nytimes.com

Page | 75
SPECIALIZED DOCUMENTATION CASES

Music Recording: (7.07)

Writer, A. (Copyright year). Title of song [Recorded by B.B. Artist if

different from writer]. On title of album [Medium of recording: CD,

record, cassette, etc.] Location: Label.

(Date of recording if different from song copyright date)

List the primary contributors in the author position and use parentheses to identify their contribution.
For an episode from a television or radio series, use the same format as for a chapter in a book, but list
the script writer and director in the author position and the producer in the editor position.

ERIC (Educational Resources Information Center) Reports:

Gottfredson, L. S. (1980). How valid are occupational reinforcer pattern

scores? (Report No. CSOS-R-292). Baltimore: Johns Hopkins University,

Center for Social Organization of Schools. (ERIC Document

Reproduction Service No. ED182465)

Government Printing Office (GPO) Reports with a government institute as a group author:

National Institute of Mental Health. (1982). Television and behavior: Ten

years of scientific progress and implications for the eighties (DHHS

Publication No. 40M 22-1995). Washington, DC: U.S. Government

Printing Office.

Unpublished conference papers:

Mayberry, J. (2002, April). A new tradition: The non-traditional student

in the university writing center. Paper presented at the

International Writing Center Association Conference, Savannah, GA.

Page | 76
 SAMPLE ALPHABETIZED REFERENCE LIST

American Psychiatric Association. (1994). Diagnostic and statistical manual

of mental disorders (4th ed.). Washington, DC: Author.

Barron, D. (Producer) & Branagh, K. (Director). (1996). Hamlet [Motion

picture]. United States: Castle Rock Entertainment.

Beason, L. (2001, September). Ethos and error: How business people react to

errors [Electronic version]. College Composition and Communication,

53, 33-64.

Becker, L. J., & Seligman, C. (1981). Welcome to the energy crisis. Journal

of Social Issues, 37(2), 1-7.

Bernstein, T. M. (1965). The careful writer: A modern guide to English

usage. New York: Atheneum.

Block, C. E., Plummer, R. H., & Richardson, R. C., Jr. (1965). The two-year

college: A social synthesis. Englewood Cliffs, NJ: Prentice-Hall.

Blume, E. (1996, May 15). Hormone replacement grows; some experts worried.

Journal of the National Cancer Institute, 88, 637-639. Retrieved

October 8, 2001, from SIRS Knowledge Source database.

Broad, W. J. (2001, October 9). U.S. acts to make vaccines and drugs

against smallpox. New York Times. Retrieved October 10, 2001, from

http://www.nytimes.com

Carroll, J. (1996, April). An American requiem. The Atlantic Monthly, 277,

76-88.

Clark, K. B. (Speaker). (1976). Problems of freedom and behavior

modification (Cassette Recording No. 7612). Washington, DC: American

Psychological Association.

Davis, F. (2000, December 4). Blue heaven [Review of the book Kind of

blue: The making of the Miles Davis masterpiece]. The New Yorker,

76, 96-100.

Page | 77
Detweiler, J. B., Bedell, B. T., Salovey, P., Pronin, E., & Rothman, A. J.

(1999, March). Message framing and sunscreen use: Gain-framed

messages motivate beach-goers. Health Psychology, 18, 189-196.

Retrieved July 24, 2000, from

http://www.apa.org/journals/hea/hea182189.html

Hartley, J. T. (1980). Contemporary issues and new directions in adult

development of learning and memory. In L. W. Poon (Ed.), Aging in the

1980s: Psychological issues (pp. 239-252). Columbus: Ohio State

University Press.

Letheridge, S., & Cannon, C. R. (Eds.). (1980). Bilingual education:

Teaching English as a second language. New York: Praeger.

Shafer, G. (1997, September). School reform and the high school proficiency

test. English Journal, 86, 39-41. Retrieved July 27, 2000, from

Periodical Abstracts database.

Study finds free care used more. (1982, April 10). Columbus Dispatch, pp.

1, 25.

Weiss, A. (2001, October 6). Architectural name [Msg. 2]. Message posted to

news.alt.architecture

Womanline. (n.d.). Welcome to Womanline. Retrieved October 5, 2001 from

http://www.womanlinedayton.org/ index.phtml

Page | 78
 TYPING IN THE APA FORMAT Margins:

Leave at least one inch on all sides. Left-justify the document, leaving the right margin ragged.

Typeface:

Use a serif typeface such as 12-point Times New Roman or Courier New.

Line Spacing:

Double-space the entire paper including quotations, reference list, author identification notes, content footnotes,
figure captions, and all parts of tables.

Punctuation Spacing:

Space once
after commas, colons, and semicolons.
after punctuation at the ends of sentences.
after periods that separate parts of a reference citation.
after periods following initials in a name.

No spaces are needed after internal periods in abbreviations:

U.S.
p.m.
e.g.

Running Head and Page Numbers:

A running head is a shortened version of the title and serves as identification in case pages are separated. The
running head should be no more than 50 characters long and should be flush left in all uppercase letters. Page
numbers should be flush right. On the first page of the document, the short title should be preceded by the words
Running head and a colon (e.g., Running head: SHORT TITLE). Each subsequent manuscript page, except figure
pages, should also carry the header and the page number.

APPLICATION RESULTS 21

Paragraph Indentation:

Indent the first line of each paragraph five to seven spaces. The remaining text of the essay should be left-justified,
except for abstracts; block quotations; titles and headings; and table titles, notes and figure captions.

PARTS OF THE MANUSCRIPT (8.03)

Although the following components of a paper are specified by the APA Publication Manual, if your instructor
asks for different information to be included or omitted in work submitted for a course, follow his/her example.

Title Page:

In the header, type Running head: followed by the first four or five words of the title, not to exceed fifty
characters, as the running head. The running head should be flush left. The page number (1) should be flush right.
Finally, center the full title, followed by your name and university affiliation in the upper half of the page. Double-
space between lines if the title is longer than one line. (See sample pages.)

Page | 79
Abstract:

The abstract summarizes the contents of the article in 120 words or fewer.

Begin the abstract on a new page, with the page header and the number 2 typed in the upper right corner of the
page. Type the word Abstract in uppercase and lowercase letters, centered, at the top of the page.

Type the abstract itself as a single, left-justified paragraph with no indentations.

Order of Manuscript:

Title page
Abstract
Text
References
Appendix(es)
Footnotes
Tables
Figure captions
Figures

Text:

Begin the text on page 3. There should be two spaces between the page header and the title. Center the title,
double-space, and then type the text flush left. The sections of the text follow each other without additional
spacing in between.

Headings:
The heading style recommended by APA consists of five possible formatting arrangements, according to the
number of levels of subordination.

Level of Heading Format

1 Centered, Boldface, Uppercase and Lowercase Heading
2 Flush Left, Boldface, Uppercase and Lowercase Heading
3 Indented, boldface, lowercase paragraph heading ending with a period.
4 Indented, boldface, italicized, lowercase paragraph heading ending with a period.
5 Indented, italicized, lowercase paragraph heading ending with a period.

References

Begin the reference list on a new page with the word References centered at the top of the page. Double space all
reference entries.

APA specifies using hanging indents for the reference page, so the first line of a reference entry is flush-left and
each subsequent line of the entry is indented.

Page | 80
CHICAGO/TURABIAN STYLE

For full Chicago style examples, take a look at the Colorado State University Writing Centers Citation Guide:
Chicago Manual of Style (Author/Date System), which can be found here:
https://writing.colostate.edu/guides/guide.cfm?guideid=10

The following information can be found on Kate Turabians A Manual for Writers of Research Papers, Theses, and
Dissertations webpage at:
http://www.press.uchicago.edu/books/turabian/turabian_citationguide.html

Turabian Quick Guide

Kate L. Turabian's Manual for Writers of Research Papers, Theses, and Dissertations presents two basic
documentation systems: notes-bibliography style (or simply bibliography style) and author-date style (sometimes
called reference list style). These styles are essentially the same as those presented in The Chicago Manual of Style,
sixteenth edition, with slight modifications for the needs of student writers.

Bibliography style is used widely in literature, history, and the arts. This style presents bibliographic information in
footnotes or endnotes and, usually, a bibliography.

The more concise author-date style has long been used in the physical, natural, and social sciences. In this system,
sources are briefly cited in parentheses in the text by author's last name and date of publication. The parenthetical
citations are amplified in a list of references, where full bibliographic information is provided.

Aside from the use of notes versus parenthetical references in the text, the two systems share a similar style. Click
on the tabs below to see some common examples of materials cited in each style. For a more detailed description of
the styles and numerous specific examples, see chapters 16 and 17 of the 8th edition of Turabian for bibliography
style and chapters 18 and 19 for author-date style. If you are uncertain which style to use in a paper, consult your
instructor.

Notes-Bibliography style: sample citations

The following examples illustrate citations using notes-bibliography style. Examples of notes are followed by
shortened versions of citations to the same source. For more details and many more examples, see chapters 16 and
17 of Turabian. For examples of the same citations using the author-date system, click on the Author-Date tab
above.

Book

One author

1. Malcolm Gladwell, The Tipping Point: How Little Things Can Make a Big Difference (Boston: Little, Brown,
2000), 64-65.

2. Gladwell, Tipping Point, 71.

Gladwell, Malcolm. The Tipping Point: How Little Things Can Make a Big Difference. Boston: Little, Brown, 2000.

Page | 81
Two or more authors

1. Peter Morey and Amina Yaqin, Framing Muslims: Stereotyping and Representation after 9/11 (Cambridge, MA:
Harvard University Press, 2011), 52.

2. Morey and Yaqin, Framing Muslims, 60-61.

Morey, Peter, and Amina Yaqin. Framing Muslims: Stereotyping and Representation after 9/11. Cambridge, MA:

Harvard University Press, 2011.

For four or more authors, list all of the authors in the bibliography; in the note, list only the first author, followed by
"et al."("and others"):

1. Jay M. Bernstein et al., Art and Aesthetics after Adorno (Berkeley: University of California Press, 2010), 276.

2. Bernstein et al., Art and Aesthetics, 18.

Bernstein, Jay M., Claudia Brodsky, Anthony J. Cascardi, Thierry de Duve, Ales Erjavec, Robert Kaufman, and

Fred Rush. Art and Aesthetics after Adorno. Berkeley: University of California Press, 2010.

Editor or translator instead of author

1. Richmond Lattimore, trans., The Iliad of Homer (Chicago: University of Chicago Press, 1951), 91-92.

2. Lattimore, Iliad, 24.

Lattimore, Richmond, trans. The Iliad of Homer. Chicago: University of Chicago Press, 1951.

Editor or translator in addition to author

1. Jane Austen, Persuasion: An Annotated Edition, ed. Robert Morrison (Cambridge, MA: Belknap Press of Harvard
University Press, 2011), 311-12.

2. Austen, Persuasion, 315.

Austen, Jane. Persuasion: An Annotated Edition. Edited by Robert Morrison. Cambridge, MA: Belknap Press of

Harvard University Press, 2011.

Chapter or other part of a book

1. Angeles Ramirez, "Muslim Women in the Spanish Press: The Persistence of Subaltern Images," in Muslim
Women in War and Crisis: Representation and Reality, ed. Faegheh Shirazi (Austin: University of Texas Press,
2010), 231.

2. Ramirez, "Muslim Women," 239-40.

Ramirez, Angeles. "Muslim Women in the Spanish Press: The Persistence of Subaltern Images." In Muslim Women

in War and Crisis: Representation and Reality, edited by Faegheh Shirazi, 227-44. Austin: University of

Texas Press, 2010.

Page | 82
Preface, foreword, introduction, or similar part of a book

1. William Cronon, foreword to The Republic of Nature, by Mark Fiege (Seattle: University of Washington Press,
2012), ix.

2. Cronon, foreword, x-xi.

Cronon, William. Foreword to The Republic of Nature, by Mark Fiege, ix-xii. Seattle: University of Washington

Press, 2012.

Book published electronically

If a book is available in more than one format, cite the version you consulted. For books consulted online, include an
access date and a URL. If you consulted the book in a library or commercial database, you may give the name of the
database instead of a URL. If no fixed page numbers are available, you can include a section title or a chapter or
other number.

1. Isabel Wilkerson, The Warmth of Other Suns: The Epic Story of America's Great Migration (New York: Vintage,
2010), 183-84, Kindle.

2. Philip B. Kurland and Ralph Lerner, eds., The Founders' Constitution (Chicago: University of Chicago Press,
1987), chap. 10, doc. 19, accessed October 15, 2011, http://press-pubs.uchicago.edu/founders/.

3. Joseph P. Quinlan, The Last Economic Superpower: The Retreat of Globalization, the End of American
Dominance, and What We Can Do about It (New York: McGraw-Hill, 2010), 211, accessed December 8, 2012,
ProQuest Ebrary.

4. Wilkerson, Warmth of Other Suns, 401.

5. Kurland and Lerner, Founders' Constitution.

6. Quinlan, Last Economic Superpower, 88.

Wilkerson, Isabel. The Warmth of Other Suns: The Epic Story of America's Great Migration. New York: Vintage,

2010. Kindle.

Kurland, Philip B., and Ralph Lerner, eds. The Founders' Constitution. Chicago: University of Chicago Press, 1987.

Accessed October 15, 2011. http://press-pubs.uchicago.edu/founders/.

Quinlan, Joseph P. The Last Economic Superpower: The Retreat of Globalization, the End of American Dominance,

and What We Can Do about It. New York: McGraw-Hill, 2010. Accessed December 8, 2012. ProQuest

Ebrary.

Journal article

In a note, list the specific page numbers consulted, if any. In the bibliography, list the page range for the whole
article.

Page | 83
Article in a print journal

1. Alexandra Bogren, "Gender and Alcohol: The Swedish Press Debate," Journal of Gender Studies 20, no. 2 (June
2011): 156.

2. Bogren, "Gender and Alcohol," 157.

Bogren, Alexandra. "Gender and Alcohol: The Swedish Press Debate." Journal of Gender Studies 20, no. 2 (June

2011): 155-69.

Article in an online journal

For a journal article consulted online, include an access date and a URL. For articles that include a DOI, form the
URL by appending the DOI to http://dx.doi.org/ rather than using the URL in your address bar. The DOI for the
article in the Brown example below is 10.1086/660696. If you consulted the article in a library or commercial
database, you may give the name of the database instead.

1. Campbell Brown, "Consequentialize This," Ethics 121, no. 4 (July 2011): 752, accessed December 1, 2012,
http://dx.doi.org/10.1086/660696.

2. Anastacia Kurylo, "Linsanity: The Construction of (Asian) Identity in an Online New York Knicks Basketball
Forum," China Media Research 8, no. 4 (October 2012): 16, accessed March 9, 2013, Academic OneFile.

3. Brown, "Consequentialize This," 761.

4. Kurylo, "Linsanity," 18-19.

Brown, Campbell. "Consequentialize This." Ethics 121, no. 4 (July 2011): 749-71. Accessed December 1, 2012.

http://dx.doi.org/10.1086/660696.

Kurylo, Anastacia. "Linsanity: The Construction of (Asian) Identity in an Online New York Knicks Basketball

Forum." China Media Research 8, no. 4 (October 2012): 15-28. Accessed March 9, 2013. Academic

OneFile.

Magazine article

1. Jill Lepore, "Dickens in Eden," New Yorker, August 29, 2011, 52.

2. Lepore, "Dickens in Eden," 54-55.

Lepore, Jill. "Dickens in Eden." New Yorker, August 29, 2011.

Newspaper article

Newspaper articles may be cited in running text ("As Elisabeth Bumiller and Thom Shanker noted in a New York
Times article on January 23, 2013, . . .") instead of in a note, and they are commonly omitted from a bibliography.
The following examples show the more formal versions of the citations.

Page | 84
1. Elisabeth Bumiller and Thom Shanker, "Pentagon Lifts Ban on Women in Combat," New York Times, January 23,
2013, accessed January 24, 2013, http://www.nytimes.com/2013/01/24/us/pentagon-says-it-is-lifting-ban-on-
women-in-combat.html.

2. Bumiller and Shanker, "Pentagon Lifts Ban."

Bumiller, Elisabeth, and Thom Shanker. "Pentagon Lifts Ban on Women in Combat." New York Times, January 23,

2013. Accessed January 24, 2013. http://www.nytimes.com/2013/01/24/us/pentagon-says-it-is-lifting-ban-

on-women-in-combat.html.

Book review

1. Joel Mokyr, review of Natural Experiments of History, ed. Jared Diamond and James A. Robinson, American
Historical Review 116, no. 3 (June 2011): 754, accessed December 9, 2011, http://dx.doi.org/10.1086/ahr.116.3.752.

2. Mokyr, review of Natural Experiments of History,752.

Mokyr, Joel. Review of Natural Experiments of History, edited by Jared Diamond and James A. Robinson.

American Historical Review 116, no. 3 (June 2011): 752-55. Accessed December 9, 2011.

http://dx.doi.org/10.1086/ahr.116.3.752.

Thesis or dissertation

1. Dana S. Levin, "Let's Talk about Sex . . . Education: Exploring Youth Perspectives, Implicit Messages, and
Unexamined Implications of Sex Education in Schools" (PhD diss., University of Michigan, 2010), 101-2.

2. Levin, "Let's Talk about Sex," 98.

Levin, Dana S. "Let's Talk about Sex . . . Education: Exploring Youth Perspectives, Implicit Messages, and

Unexamined Implications of Sex Education in Schools." PhD diss., University of Michigan, 2010.

Paper presented at a meeting or conference

1. Rachel Adelman, " 'Such Stuff as Dreams Are Made On': God's Footstool in the Aramaic Targumim and
Midrashic Tradition" (paper presented at the annual meeting for the Society of Biblical Literature, New Orleans,
Louisiana, November 21-24, 2009).

2. Adelman, "Such Stuff as Dreams."

Adelman, Rachel. " 'Such Stuff as Dreams Are Made On': God's Footstool in the Aramaic Targumim and Midrashic

Tradition." Paper presented at the annual meeting for the Society of Biblical Literature, New Orleans,

Louisiana, November 21-24, 2009.

Page | 85
Website

A citation to website content can often be limited to a mention in the text or in a note ("As of July 27, 2012,
Google's privacy policy had been updated to include . . ."). If a more formal citation is desired, it may be styled as in
the examples below. Because such content is subject to change, include an access date and, if available, a date that
the site was last modified.

1. "Privacy Policy," Google Policies & Principles, last modified July 27, 2012, accessed January 3, 2013,
http://www.google.com/policies/privacy/.

2. Google, "Privacy Policy."

Google. "Privacy Policy." Google Policies & Principles. Last modified July 27, 2012. Accessed January 3, 2013.

http://www.google.com/policies/privacy/.

Blog entry or comment

Blog entries or comments may be cited in running text ("In a comment posted to The Becker-Posner Blog on
February 16, 2012, . . .") instead of in a note, and they are commonly omitted from a bibliography. The following
examples show the more formal versions of the citations.

1. Gary Becker, "Is Capitalism in Crisis?," The Becker-Posner Blog, February 12, 2012, accessed February 16,
2012, http://www.becker-posner-blog.com/2012/02/is-capitalism-in-crisis-becker.html.

2. Becker, "Is Capitalism in Crisis?"

Becker, Gary. "Is Capitalism in Crisis?" The Becker-Posner Blog, February 12, 2012. Accessed February 16, 2012.

http://www.becker-posner-blog.com/2012/02/is-capitalism-in-crisis-becker.html.

E-mail or text message

E-mail and text messages may be cited in running text ("In a text message to the author on July 21, 2012, John Doe
revealed . . .") instead of in a note, and they are rarely listed in a bibliography. The following example shows the
more formal version of a note.

1. John Doe, e-mail message to author, July 21, 2012.

Comment posted on a social networking service

Like e-mail and text messages, comments posted on a social networking service may be cited in running text ("In a
message posted to her Twitter account on August 25, 2011, . . .") instead of in a note, and they are rarely listed in a
bibliography. The following example shows the more formal version of a note.

1. Sarah Palin, Twitter post, August 25, 2011 (10:23 p.m.), accessed September 4, 2011,
http://twitter.com/sarahpalinusa.

Page | 86
Author-Date style: sample citations

The following examples illustrate citations using author-date style. Each example of a reference list entry is
accompanied by an example of a corresponding parenthetical citation in the text. For more details and many more
examples, see chapters 18 and 19 of Turabian. For examples of the same citations using the notes-bibliography
system, click on the Notes-Bibliography tab above.

Book

One author

Gladwell, Malcolm. 2000. The Tipping Point: How Little Things Can Make a Big Difference. Boston: Little, Brown.

(Gladwell 2000, 64-65)

Two or more authors

Morey, Peter, and Amina Yaqin. 2011. Framing Muslims: Stereotyping and Representation after 9/11. Cambridge,

MA: Harvard University Press.

(Morey and Yaqin 2011, 52)

For four or more authors, list all of the authors in the reference list; in the text, list only the first author, followed by
"et al." ("and others"):

Bernstein, Jay M., Claudia Brodsky, Anthony J. Cascardi, Thierry de Duve, Ales Erjavec, Robert Kaufman, and

Fred Rush. 2010. Art and Aesthetics after Adorno. Berkeley: University of California Press.

(Bernstein et al. 2010, 276)

Editor or translator instead of author

Lattimore, Richmond, trans. 1951. The Iliad of Homer. Chicago: University of Chicago Press.

(Lattimore 1951, 91-92)

Editor or translator in addition to author

Austen, Jane. 2011. Persuasion: An Annotated Edition. Edited by Robert Morrison. Cambridge, MA: Belknap Press

of Harvard University Press.

(Austen 2011, 311-12)

Chapter or other part of a book

Ramirez, Angeles. 2010. "Muslim Women in the Spanish Press: The Persistence of Subaltern Images." In Muslim

Women in War and Crisis: Representation and Reality, edited by Faegheh Shirazi, 227-44. Austin:

University of Texas Press.

Page | 87
(Ramirez 2010, 231)

Preface, foreword, introduction, or similar part of a book

Cronon, William. 2012. Foreword to The Republic of Nature, by Mark Fiege, ix-xii. Seattle: University of

Washington Press.

(Cronon 2012, ix)

Book published electronically

If a book is available in more than one format, cite the version you consulted. For books consulted online, include an
access date and a URL. If you consulted the book in a library or commercial database, you may give the name of the
database instead of a URL. If no fixed page numbers are available, you can include a section title or a chapter or
other number.

Wilkerson, Isabel. 2010. The Warmth of Other Suns: The Epic Story of America's Great Migration. New York:

Vintage. Kindle.

Kurland, Philip B., and Ralph Lerner, eds. 1987. The Founders' Constitution. Chicago: University of Chicago Press.

Accessed October 15, 2011. http://press-pubs.uchicago.edu/founders/.

Quinlan, Joseph P. 2010. The Last Economic Superpower: The Retreat of Globalization, the End of American

Dominance, and What We Can Do about It. New York: McGraw-Hill. Accessed December 8, 2012.

ProQuest Ebrary.

(Wilkerson 2010, 183-84)

(Kurland and Lerner 1987, chap. 10, doc. 19)

(Quinlan 2010, 211)

Journal article

In the text, list the specific page numbers consulted, if any. In the reference list entry, list the page range for the
whole article.

Article in a print journal

Bogren, Alexandra. 2011. "Gender and Alcohol: The Swedish Press Debate." Journal of Gender Studies 20, no. 2

(June): 155-69.

(Bogren 2011, 156)

Page | 88
Article in an online journal

For a journal article consulted online, include an access date and a URL. For articles that include a DOI, form the
URL by appending the DOI to http://dx.doi.org/ rather than using the URL in your address bar. The DOI for the
article in the Brown example below is 10.1086/660696. If you consulted the article in a library or commercial
database, you may give the name of the database instead.

Brown, Campbell. 2011. "Consequentialize This." Ethics 121, no. 4 (July): 749-71. Accessed December 1, 2012.

http://dx.doi.org/10.1086/660696.

Kurylo, Anastacia. 2012. "Linsanity: The Construction of (Asian) Identity in an Online New York Knicks

Basketball Forum." China Media Research 8, no. 4 (October): 15-28. Accessed March 9, 2013. Academic

OneFile.

(Brown 2011, 752)

(Kurylo 2012, 16)

Magazine article

Lepore, Jill. 2011. "Dickens in Eden." New Yorker, August 29.

(Lepore 2011, 52)

Newspaper article

Newspaper articles may be cited in running text ("As Elisabeth Bumiller and Thom Shanker noted in a New York
Times article on January 23, 2013, . . ."), and they are commonly omitted from a reference list. The following
examples show the more formal versions of the citations.

Bumiller, Elisabeth, and Thom Shanker. 2013. "Pentagon Lifts Ban on Women in Combat." New York Times,

January 23. Accessed January 24, 2013. http://www.nytimes.com/2013/01/24/us/pentagon-says-it-is-lifting-

ban-on-women-in-combat.html.

(Bumiller and Shanker 2013)

Book review

Mokyr, Joel. 2011. Review of Natural Experiments of History, edited by Jared Diamond and James A. Robinson.

American Historical Review 116, no. 3 (June): 752-55. Accessed December 9, 2011.

http://dx.doi.org/10.1086/ahr.116.3.752.

(Mokyr 2011, 754)

Page | 89
Thesis or dissertation

Levin, Dana S. 2010. "Let's Talk about Sex . . . Education: Exploring Youth Perspectives, Implicit Messages, and

Unexamined Implications of Sex Education in Schools." PhD diss., University of Michigan.

(Levin 2010, 101-2)

Paper presented at a meeting or conference

Adelman, Rachel. 2009. " 'Such Stuff as Dreams Are Made On': God's Footstool in the Aramaic Targumim and

Midrashic Tradition." Paper presented at the annual meeting for the Society of Biblical Literature, New

Orleans, Louisiana, November 21-24.

(Adelman 2009)

Website

A citation to website content can often be limited to a mention in the text ("As of July 27, 2012, Google's privacy
policy had been updated to include . . ."). If a more formal citation is desired, it may be styled as in the examples
below. Because such content is subject to change, include an access date and, if available, a date that the site was
last modified. If there is no date listed on the site, use the access date as the primary date in the citation.

Google. 2012. "Privacy Policy." Google Policies & Principles. Last modified July 27. Accessed January 3, 2013.

http://www.google.com/policies/privacy/.

(Google 2012)

Blog entry or comment

Blog entries or comments may be cited in running text ("In a comment posted to The Becker-Posner Blog on
February 16, 2012, . . ."), and they are commonly omitted from a reference list. The following examples show the
more formal versions of the citations.

Becker, Gary. 2012. "Is Capitalism in Crisis?" The Becker-Posner Blog, February 12. Accessed February 16, 2012.

http://www.becker-posner-blog.com/2012/02/is-capitalism-in-crisis-becker.html.

(Becker 2012)

E-mail or text message

E-mail and text messages may be cited in running text ("In a text message to the author on July 21, 2012, John Doe
revealed . ") instead of in parentheses, and they are rarely listed in a reference list. The following example shows a
more formal parenthetical citation.

(John Doe, e-mail message to author, July 21, 2012)

Page | 90
Comment posted on a social networking service

Like e-mail and text messages, comments posted on a social networking service may be cited in running text ("In a
message posted to her Twitter account on August 25, 2011, . . .") instead of in parentheses, and they are rarely listed
in a reference list. The following example shows a more formal parenthetical citation.

(Sarah Palin, Twitter post, August 25, 2011 [10:23 p.m.], accessed September 4, 2011,
http://twitter.com/sarahpalinusa)

Page | 91
IEEE STYLE

The following guide is from Murdoch Universitys IEEE LibGuide, available here:
http://libguides.murdoch.edu.au/IEEE/home

About IEEE Style

IEEE Style uses a notational method of referencing when referring to a source of information within the text of a
document.
In its simplest form a citation is given in the text, consisting of a number enclosed by square brackets:

The full details of the source are given in a numerical reference list at the end of the document:

Citing in the Text

Indicating the relevant reference in the text

A number enclosed in square brackets, eg.[1] or [26], placed in the text of the essay, indicates the relevant
reference.
Each reference number should be enclosed in square brackets on the same line as the text, before any
punctuation, with a space before the bracket.
Citations are numbered in the order in which they appear in the text and each citation corresponds to a
numbered reference containing publication information about the source cited in the reference list at the
end of the publication, essay or assignment.
Once a source has been cited, the same number is used in all subsequent references.
No distinction is made between print and electronic references when citing within the text.
Here are some examples of this kind of referencing:
"...end of the line for my research [13]."
"The theory was first put forward in 1987 [1]." "Scholtz [2] has argued that......."
"Several recent studies [3, 4, 15, 16] have suggested that..."
"For example, see [7]."

Page | 92
 It is not necessary to mention either the author(s) or the the date of the reference unless it is relevant to your
text.
It is not necessary to say " in reference [26] ..." "In [26] ..." is sufficient .
Citing more than one reference at a time
When citing more than one source at a time, the preferred method is to list each reference number
separately with a comma or dash between each reference:
Preferred
[1], [3], [5]
[1] - [5]
Although the following method is also acceptable:
Acceptable
[1, 3, 5]
[1-5]
Citing a reference multiple times
When citing a source for a second or subsequent time, do not use ibid or op. cit.
In the text, repeat the earlier reference number.
If referring to a different page number, or other reference, within the source, use the following forms:
[3, pp. 5-10], [3, Ch. 2, pp. 6-21], [3, Fig. 1], [3, Sec. 4.5]

Citing personal communications

Personal communications include conversations, letters, interviews, e-mails and telephone conversations.
IEEE style states that you cite only published works, forthcoming published works, and unpublished
materials available to scholars in a library, a depository, or an archive.
For interviews or other "non-recoverable" information, no citation number is necessary.
This does not mean that an attempt to identify the author is unnecessary, but that it needs to be done in the text itself:
"In a personal interview with Bill Gates, he suggested that he would soon
rule the world."
"In a letter to the author, Professor Mueller detailed his experiences with
using this data collection software."

Citing secondary sources

IEEE style does not allow for the use of secondary sources.

Locate the original source of information which is cited in a work which you have read.
If an original source cannot be located, it should not be cited.

Page | 93
Reference List entries
A-V Materials

Material Type In-Text Reference List Entry

Citation

DVD [1] [1] I. Holm, Narrator, and J. Fullerton-Smith, Producer, How

to Build a Human [DVD]. London: BBC; 2002.
Radio Program [2] [2] R. Aedy, Interviewer, D. Hector, Interviewee, and S. Clark,
Producer, "The future of engineering," The Buzz, 25 Sept., 2004 [Radio
broadcast]. Sydney: ABC Radio.
Sound Recording [3] [3] D. Fisher, Writer, and T. Baker, Presenter, Doctor Who and the
Creature From the Pit [Sound recording]. Bath, UK: BBC Audiobooks,
2009.
Television Program [4] [4] T. Jones and P. Williams, Reporters, BP releases report into Gulf of
Mexico oil spill. Lateline, 8 Sept., 2010 [Television broadcast]. Sydney:
ABC1 Television.
Video Recording [5] [5] C. Rogers, Writer and Director, Grrls in IT [Videorecording].
Bendigo, Vic. : Video Education Australasia, 1999.
YouTube/Vimeo Video [6] [6] NRK. "Medieval helpdesk with English subtitles," YouTube, Feb. 26,
2007 [Video file]. Available: http://www.youtube.com/watch?
v=pQHX-SjgQvQ. [Accessed: Jan. 28, 2014].

Book Chapters

Material Type In-Text Reference List Entry

Citation

Chapter or article in an edited book
Article in an encyclopedia
[7] [7] A. Rezi and M. Allam, "Techniques in array processing by means of
transformations, " in Control and Dynamic Systems, Vol. 69,
Multidemsional Systems, C. T. Leondes, Ed. San Diego: Academic
Press, 1995, pp. 133-180.
[8] [8] O. B. R. Strimpel, "Computer graphics," in McGraw-Hill
Encyclopedia of Science and Technology, 8th ed., Vol. 4. New York:
McGraw-Hill, 1997, pp. 279-283.

Books

Material Type In-Text Reference List Entry

Citation

Book: Single author
Book: Two or more authors
Book: Organization as author
Book: Government agency as author
Book: No author
Book: Editor
[9] [9] W.-K. Chen, Linear Networks and Systems. Belmont, CA:
Wadsworth, 1993, pp. 123-135
[10] [10] U. J. Gelinas, Jr., S. G. Sutton, and J. Fedorowicz, Business
Processes and Information Technology. Cincinnati: South-
Western/Thomson Learning, 2004.
[11] [11] World Bank, Information and Communication Technologies: A
World Bank group strategy. Washington, DC: World Bank, 2002.
[12] [12] Australia. Attorney-Generals Department., Digital Agenda Review,
4 Vols. Canberra: Attorney- General's Department, 2003.
[13] [13] The Oxford Dictionary of Computing, 5th ed. Oxford: Oxford
University Press, 2003.
[14] [14] D. Sarunyagate, Ed., Lasers. New York: McGraw-Hill, 1996.

Page | 94
Book: Different editions
Scientific/Technical report
Conference Papers
Material Type
Conference paper in print
Conference paper from the Internet
Unpublished conference paper
Conference proceedings
E-books
Material Type
E-book
Chapter from an e-book
Article from an electronic
encyclopedia
E-journals
Material Type
Journal article from full text database
[15] [15] K. Schwalbe, Information Technology Project Management, 3rd ed.
Boston: Course Technology, 2004.
[16] [16] K. E. Elliott and C.M. Greene, "A local adaptive protocol,"
Argonne National Laboratory, Argonne, France, Tech. Rep. 916-1010-
BB, 1997.
In-Text Reference List Entry
Citation
[17] [17] L. Liu and H. Miao, "A specification based approach to testing
polymorphic attributes," in Formal Methods and Software Engineering:
Proc. of the 6th Int. Conf. on Formal Engineering Methods, ICFEM
2004, Seattle, WA, USA, November 8-12, 2004, J. Davies, W. Schulte,
M. Barnett, Eds. Berlin: Springer, 2004. pp. 306-19.
[18] [18] J. Lach, "SBFS: Steganography based file system," in Proc. of the
2008 1st Int. Conf. on Information Technology, IT 2008, 19-21 May
2008, Gdansk, Poland [Online]. Available: IEEE Xplore,
http://www.ieee.org. [Accessed: 10 Sept. 2010].
[19] [19] H. A. Nimr, "Defuzzification of the outputs of fuzzy controllers,"
presented at 5th Int. Conf. on Fuzzy Systems, 1996, Cairo, Egypt. 1996.
[20] [20] T. J. van Weert and R. K. Munro, Eds., Informatics and the Digital
Society: Social, ethical and cognitive issues: IFIP TC3/WG3.1&3.2
Open Conf.e on Social, Ethical and Cognitive Issues of Informatics and
ICT, July 22-26, 2002, Dortmund, Germany. Boston: Kluwer Academic,
2003.
In-Text Reference List Entry
Citation
[21] [21] L. Bass, P. Clements, and R. Kazman, Software Architecture in
Practice, 2nd ed. Reading, MA: Addison Wesley, 2003. [Online]
Available: Safari e-book.
[22] [22] D. Kawecki, "Fuel preparation," in Combustion Engineering Issues
for Solid Fuel Systems, B.G. Miller and D.A. Tillman, Eds. Boston, MA:
Academic Press, 2008, 199-240. [Online] Available: Referex.
[23] [23] G. S. Thompson and M. P. Harmer, "Nanoscale ceramic
composites," in Encyclopedia of Materials: Science and Technology, K.
H. J. Buschow, R. W. Cahn, M. C. Flemings, B. Ilschner, E.J. Kramer,
S. Mahajan, and P. Veyssire, Eds. Amsterdam: Elsevier, 2001, pp.
5927-5930. [Online]. Available: ScienceDirect.
In-Text Reference List Entry
Citation
[24] [24] H. Ayasso and A. Mohammad-Djafari, "Joint NDT Image
Restoration and Segmentation Using GaussMarkovPotts Prior Models
and Variational Bayesian Computation," IEEE Transactions on Image
Processing, vol. 19, no. 9, pp. 2265-77, 2010. [Online]. Available: IEEE
Xplore, http://www.ieee.org. [Accessed Sept. 10, 2010].
Page | 95
Journal article from the Internet [25] [25] P. H. C. Eilers and J. J. Goeman, "Enhancing scatterplots with
smoothed densities," Bioinformatics, vol. 20, no. 5, pp. 623-628, March
2004. [Online]. Available: www.oxfordjournals.org. [Accessed Sept. 18,
2004].

Internet documents

Material Type In-Text Reference List Entry

Citation

Electronic document [26] [26] European Telecommunications Standards Institute, Digital Video
Broadcasting (DVB): Implementation guidelines for DVB terrestrial
services; transmission aspects, European Telecommunications
Standards Institute, ETSI TR-101-190, 1997. [Online]. Available:
http://www.etsi.org. [Accessed: Aug. 17, 1998].
Government publication [27] [27] Australia. Department of Education, Employment and Workplace
Relations, Survey on Changes in Awareness and Understanding of
Science, Engineering and Technology: Report on findings. Canberra:
The Department; 2008. [Online]. Available:
http://www.dest.gov.au/NR/rdonlyres/241263CF-8585-4EEC-B104-
C947C6C18029/23713/SurveyonChangesinawarenessunderstanding
ofSET.pdf. [Accessed: Sept. 7, 2010].
Whole Internet site [28] [28] J. Geralds, "Sega Ends Production of Dreamcast," vnunet.com, para.
2, Jan. 31, 2001. [Online]. Available:
http://nl1.vnunet.com/news/1116995. [Accessed: Sept. 12, 2004].

Journal articles

Material Type In-Text Reference List Entry

Citation

Journal article in print: Abbreviated
titles
Journal articles in print: Full titles
[29] [29] G. Liu, K. Y. Lee, and H. F. Jordan, "TDM and TWDM de Bruijn
networks and shufflenets for optical communications," IEEE Trans.
Comp., vol. 46, pp. 695-701, June 1997.
[30] [30] J. R. Beveridge and E. M. Riseman, "How easy is matching 2D line
models using local search?" IEEE Transactions on Pattern Analysis and
Machine Intelligence, vol. 19, pp. 564-579, June 1997.

Newspaper articles

Material Type In-Text Reference List Entry

Citation

Newspaper article in print
Newspaper article from the Internet
Newspaper article from a full text
database
[31] [31] N. Perpitch, "Green groups battle to overturn gas plan," The
Australian, p. 2, Sept. 7, 2010.
[32] [32] C. Wilson-Clark, "Computers ranked as key literacy," The West
Australian, para. 3, March 29, 2004. [Online]. Available:
http://www.thewest.com.au. [Accessed Sept. 18, 2004].
[33] [33] J. Riley, "Call for new look at skilled migrants," The Australian, p.
35, May 31, 2005. [Online]. Available: Factiva,
http://global.factiva.com. [Accessed May 31, 2005].

Page | 96
Podcasts

Material Type In-Text Reference List Entry

Citation

Podcast
Podcast lecture from Lectopia
Podcast radio program
Podcast television program
[34] [34] R. Robertson, Speaker, Leadership at the Bottom of the EarthWhere
No One Hears You Scream, 2010 Sir Walter Murdoch Lecture. Murdoch
(WA): Murdoch University; 2010. [Podcast]. Available:
https://lectures.murdoch.edu.au/lectopia/lectopia.lasso?ut=1369&id=71101.
[Accessed Aug. 5, 2010].
[35] [35] D. Hill, Speaker, Australian Media Representation of Asia. In
Australia in Asia (FDN110). Murdoch (WA): Murdoch University; Apr. 4,
2012. [Podcast lecture]. Available:
https://lectures.murdoch.edu.au/lectopia/casterframe.lasso?fid=375705
&cnt=true&usr=S940025F&name=not-indicated. [Accessed Jun. 5, 2012].
[36] [36] S. Gary, Presenter, Black Hole Death Ray, StarStuff, Dec. 23, 2007.
Sydney: ABC News Radio. [Podcast radio programme]. Available:
http://abc.net.au/newsradio/podcast/STARSTUFF.xml. [Accessed Feb. 4,
2008].
[37] [37] W. Brown and K. Brodie, Presenters, and P. George, Producer, From
Lake Baikal to the Halfway Mark, Yekaterinburg, Peking to Paris:
Episode 3, Jun. 4, 2007. Sydney: ABC Television. [Podcast television
programme]. Available: http://www.abc.net.au/tv/pekingtoparis/podcast/
pekingtoparis.xml. [Accessed Feb. 4, 2008].

Readers/Study Guides

Material Type In-Text Reference List Entry

Citation

Reader [38] [38] C. J. Campbell and J. H. Laherrere, "The End of Cheap Oil", Scientific
American, vol. 278, no. 3, pp. 78-83, March 1998. Reprinted in
Introduction to Energy Studies (PEC190): Selected readings. Murdoch,
WA: Murdoch Univ., 2006, pp. 129-134.

Theses

Material Type In-Text Reference List Entry

Citation

Unpublished thesis [39] [39] M. W. Dixon, "Application of neural networks to solve the routing
problem in communication networks," Ph.D. dissertation, Murdoch
Univ., Murdoch, WA, Australia, 1999.
Published thesis [40] [40] M. Lehmann, Data Access in Workflow Management Systems.
Berlin: Aka, 2006.
Thesis from a full text database [41] [41] F. Sudweeks, Development and Leadership in Computer-Mediated
Collaborative Groups. PhD [Dissertation]. Murdoch, WA: Murdoch
Univ., 2007. [Online]. Available: Australasian Digital Theses Program.

Page | 97
MLA STYLE

All of this information is found on the MLA websites quick guide, which can be found here:
https://style.mla.org/works-cited-a-quick-guide/

Introduction to MLA Style

Core Elements

Each entry in the list of works cited is composed of facts common to most worksthe
MLA core elements. They are assembled in a specific order.

Containers

The concept of containers is crucial to MLA style. When the source being documented forms part
of a larger whole, the larger whole can be thought of as a container that holds the source. For
example, a short story may be contained in an anthology. The short story is the source, and the
anthology is the container.

An Essay in a Book Collection

Page | 98
A video on a website

A journal article retrieved from a database

Page | 99
 MLA Practice Template
(can be found at: https://style.mla.org/files/2016/04/practice-template.pdf)

Author.
1

2 Title of source.

Container 1

3 Title of container,

Other contributors,
4

5 Version,

6 Number,

7 Publisher,

Publication date,
8

9 Location.

Container 2

3 Title of container,

4 Other contributors,

5 Version,

6 Number,

7 Publisher,

8 Publication date,

9 Location.

Page | 100