Peer-Reviewed Journal Articles
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Item Unverified History: An Analysis of Quotation Accuracy in Leading History Journals(2023) Smith, Neal JrThe accurate use of references is vital to the academic search for truth. Despite this, previous bibliometric studies of many academic journals suggest that approximately 25% of references do not substantiate the propositions for which they are cited. This lack of substantiation is termed a “quotation error.” This paper presents the first assessment of quotation errors in history journals. Researchers compared articles in five leading journals with the references they cited, finding an error rate of 24.27%. Due to research difficulties posed by some citation conventions in history journals, this number likely underestimates the actual prevalence of errors. Additionally, this paper provides several potential methods for decreasing errors and improving the feasibility of future quotation error reviews.Item Quotation Errors in General Science Journals(2020) Smith, Neal JrDue to the incremental nature of scientific discovery, scientific writing requires extensive referencing to the writings of others. The accuracy of this referencing is vital, yet errors do occur. These errors are called ‘quotation errors’. This paper presents the first assessment of quotation errors in high-impact general science journals. A total of 250 random citations were examined. The propositions being cited were compared with the referenced materials to verify whether the propositions could be substantiated by those materials. The study found a total error rate of 25%. This result tracks well with error rates found in similar studies in other academic fields. Additionally, several suggestions are offered that may help to decrease these errors and make similar studies more feasible in the future.Item Assessing Information Literacy Skills and Library Anxiety of First-year Occupational Therapy Graduate Students(2021) Moghimi, Christine; Rickelman, MaryIn today’s academic environment, students equipped with self-regulated learning and information literacy (IL) skills have an excellent opportunity for professional success given the current information-based practices in health care. Purposefully providing IL instruction to students early in their coursework will help them develop competent research skills applicable to their remaining studies and scholarly projects. Along with IL challenges, students can experience “library anxiety,” which the literature identifies as a contributing factor to poor academic performance. This study explored components of library anxiety in Master of Occupational Therapy (MOT) students and identified opportunities for IL training that could help students become more confident and proficient in analyzing research publications. The study was embedded in a class assignment, that had the students, in small groups, connect with a university librarian for a one-hour research consultation and review of library resources. Participants in the study completed a pre- and post-survey of 17 questions utilizing a 4-point Likert scale. The results indicated that the students experienced significant positive change in their confidence level with utilization of research tools. Results also showed that students had increased comfort in seeking help while using the university library. The study suggests that the students’ ability to find and assess quality research material will only improve with practice. Despite the availability of new technology that does not necessitate human contact to facilitate research, face-to-face interactions are the most effective mode of communication for questions that are involved and complex, such as graduate students’ scholarly projects.