Recent articles: Digital literacy; Mobile information literacy; Data Literacy; AI literacy; Conterfeit citations

Volume 51 issue 3 (2025) of the Journal of Academic Librarianship (a priced publication) includes the following:
- Toward a conceptual framework on mobile information literacy in higher education by Maria Pinto, Alicia Segura (open access)
- A scoping review of digital literacy, digital competence, digital fluency and digital dexterity in academic libraries' context by Lesego Makhafola, Martha J. van Deventer, Marlene A. Holmner, Brenda van Wyk (open access)
- What's in a name? Exploring how voluntary library data literacy workshop titles and descriptions affect learner motivations to enroll by Michelle Kelly Schultz (open access) (there is also a correction to one of the tables in issue 4 of the journal)
- Scaffolding AI literacy: An instructional model for academic librarianship by Katherine A. LaFlamme
Go to https://www.sciencedirect.com/journal/the-journal-of-academic-librarianship/vol/51/issue/3 

Volume 51 issue 4 (2025) of the Journal of Academic Librarianship includes the following:
- Enhancing library discovery: An approach to understanding user access to electronic resources by Patricia M. Dragon, Janet L. Mayo, Ann Carol Stocks, Rebecca Tatterson (open access)
- Towards digital information literacy guidelines for African libraries: a survey of the relationship between digital and information literacy of university students in Ghana by Martin Gameli Akakpo, Dorothy Owusuah Ahardy, Sita Sarpong Kumankumah
- The citation catastrophe: Propagation of AI-generated counterfeit citations in scholarship by Nathan T. Camp, Jason A. Bengtson, John C. Sandstrom
- Faculty opinion of subject librarians survey by Duane Wilson, Nate Cox, Emily Rodriguez
Go to https://www.sciencedirect.com/journal/the-journal-of-academic-librarianship/vol/51/issue/4
Photo by Sheila Webber: hydrangea, June 2025

Publish or perish game

Max Hui Bai has released a (priced) game, Publish or perish, about the pressures of academic publishing "Players race to publish manuscripts with useless nonsense while sabotaging each other's research and delivering "very helpful" comments, Reviewer 2 style" (for those not into academic publishing "reviewer 2" is the highly critical reviewer who appears to have no clue about the subject/methods but nevertheless hacks into you, or who seems to be deliberately torpedoing your work, or who just demands a large amount of fiddly / pointless change).
It is available in English or Chinese and has some expansion packs: go to https://publishorperish.games/
Not to be confused with The Publishing Trap (though if you are interested in one, you likely will be interested in the other)
Photo by Sheila Webber: books in the library, May 2025

Design Thinking; Citation styles #ECIL2023

As my final session at ECIL I attended and liveblog Information Literacy in the Design Thinking process – A Preliminary Research was presented by Dorota Rak (Jagiellonian University, Kraków, Poland). She identified that design thinking can be seen as a mindset, a methodology or a problem solving philosophy. Rak say that it was “a manifestation of collective intelligence” where students are designers and also use innovative designs. There are three aspects – the institutional area, the operational area (e.g. with tools supporting the design thinking process) and the didactic area. Rak said that librarians had recognised the value of integrating DT, that DT can be a driver of information behaviour, and also that DT can be used to develop practice and learning. Rak identified that IL was “a vauable competency for nuturing social capital”. 
The research problems that Rak addressed were – what information competencies do students need for DT; what tools do they need; what skills do they need. Data was collected through a questionnaire administered to university students and also examination of the literature. The majority of the respondents had a good understanding of both “Information Literacy” and “Design Thinking”. The majority also were able to define their information needs across the DT process. However, some stages were seen as more difficult and in more need of support.
The students were asked how useful they found obtained information across the stages of the Design Thinking process. There were differencies across the stages and also between students on the 2 different programmes surveyed. There were also differences in terms of organising information, and use of different tools. Conclusions included designing a curriculum that effectively integrated information management principles with the dynamic iterative nature of DT. 

The second presentation was “Who Cares?” Defining Citation Style in Scholarly Journals from Pavla Vizváry (Masaryk University, Czech Republic) and Vincas Grigas (Vilnius University, Lithuania). Grigas started by identifying that there are more citation styles (10 thousand) than species of birds! The identified problem is that there are all these styles, you have to follow a style strictly in published journals, people are not expert in all styles, so so authors make mistakes. This is a problem as it’s a burden to authors, but inconsistency makes it more difficult to find articles etc. Their aim was to identify citation styles required by journals in SCOPUS. They had questions such as how cleraly the journals express their requirement. They analysed 270 journals, looking also for types of mistake in citation. They were aiming to understand how different stakeholders (e.g. authors, publishers) are affected. Also they used cognitive load theory – worries about formatting can divert energy from the main task of writing.
Vizváry took over to return to the question of “Who cares”? The answer included publishers, editors, librarians, authors and teachers. Introducing SCOPUS, they looked at Lithuanian and Czech journals and also sampled journals published in other countries, comparing their statistics (such as H index). From this statistical point of view the Czech and Lithuanian journals were similar to each other, but had a slightly different profile to the international sample. Vizváry also noted that there were more English-only journals published in Lithuania and Czech Republic than national language ones, and there were differences in the patterns of open publishing. Moving on to differences in form of intext references (numbers or author names) there were significant differences by subject, and this was more important than differences from country to country.
The most common journal reference style is, sadly, “unnamed” i.e. they just give examples, next was APA. They noted that the ISO format was strong in the Czech Republic, but not elsewhere. In social sciences APA was named a lot, but “unnamed” was the most common in some subjects. 84.4% of journals give example references (others tend to link to the style’s website). They also noted that not all journals include DOIs in their reference styles. There was a question afterwards about whether the “unnamed” styles were actually specific styles, and the authors said that they’d tried some unnamed styles in ChatGPT and it had said in each case that it was like style X, but with these differences. They were thinking of doing more of this ChatGPT-aided diagnosis.

Photo by Sheila Webber: sleepy pigeons in Krakow

#ChatGPT: Articles and links for educators; How to cite and use #generativeAI

A few generative AI links that I've been meaning to post: Firstly, a very useful categorised list of links to documents of interest to educators, which is still being added to, AI Text Generators: Sources to Stimulate Discussion Among Teachers, compiled by Anna Mills: https://docs.google.com/document/d/1V1drRG1XlWTBrEwgGqd-cCySUB12JrcoamB5i16-Ezw/edit# 

Secondly, the University of Queensland's Libguide: ChatGPT and other generative AI tools: How to cite or acknowledge generative AI tools in your assignments and publications. How to cite ChapGPT and other generative AI in your assignments https://guides.library.uq.edu.au/referencing/chatgpt-and-generative-ai-tools 

Finally, an article from April (which now seems so long ago, in generative AI terms....)
Pelley, S. (2023, April 16). Is artificial intelligence advancing too quickly? What AI leaders at Google say. CBS News. https://www.cbsnews.com/news/google-artificial-intelligence-future-60-minutes-transcript-2023-04-16/
Photo by Sheila Webber: cherry blossom on a car bonnet, April 2023

New articles: Citation; punk strategies; practicums

The latest issue (vol 84 issue 5, 2023) of the open-access College & Research Libraries news includes:
- Building community: DIY punk strategies for the library classroom by Edward Gloor, Kevin Adams
- Virtual LIS practicums: Student and supervisor experiences during COVID-19, part 1 by Tina Griffin, Holly Beverley
- Teaching the politics of citation: Challenging students’ perceptions by Liz Chenevey
Go to https://crln.acrl.org/index.php/crlnews/issue/view/1638/showToc
Photo by Sheila Webber: cherry blossom, April 2023

#LILAC23 Are western referencing styles a form of oppressive academic practices?

Pam McKinney here live blogging from the #LILAC23 conference at the final session of the day which is a panel session with Caroline Ball, Tom Peach, Diane Pennington and Ludi Price. The panel spoke about the research they had done to prepare for the panel, and there’s a lot of research about the politics of citation, and the way that certain types of knowledge are neglected by referencing systems, and question the process of referencing. So many referencing styles are rooted in a western cultural environment, western meaning structures, and  designed largely by UK and US. universities. Academics are often very opinionated about referencing systems, and have wildly differing views about the breadth and applicability of specific referencing systems.

Disabled students in particular find it really difficult to engage with referencing. For example referencing that uses footnotes is really hard to use with a screen reader. All academic structures, not just referencing but also journal databases and information products uses the western alphabet and western naming conventions.. Chinese characters for names can be translated in very different ways in the Roman alphabet sometimes the family name is capitalised, but this isn’t necessarily used by everyone, and it can be impossible, for example, to tell what a person’s gender is from the western translation of their name.In an environment of scholarly publishing that prizes metrics, if non-western authors can’t track their citations they are disadvantaged. Students sometimes avoid referencing non western authors because they are scared of getting the name wrong and being penalised for poor referencing.

Very few referencing systems can deal with oral or traditional knowledge. Often it’s passed as “personal communication” but this downgrades the value of this information. A chat you have with someone is not the same authority as knowledge that has been handed down through generations in a particular community. Wikipedia is currently examining its practice of supporting entries with written citations which is exclusionary for certain types of knowledge. 

The idea that information can be owned by a person, and by copyrighted is actually quite a western concept, and other cultures have a more shared conception of knowledge, that it is owned by a community.

While there is recognition that there might be some issues with the exclusionary nature of referencing styles, there are barriers to change. Any new mode of referencing must be flexible, and we have to recognise the time burden in effecting meaningful change. What if all references were replaced by hyperlinks? What if everyone had an ORCID ID? But not everyone has an internet connection, not everyone has an ORCID ID. The panel found that every solution they came up with had significant practical issues.
Photo Pam mcKinney: LILAC lanyards

Teachmeet presentations

There are presentations from a teachmeet that was held on 26 June 2019, organised by/for University of London Libraries. A bit late, but I don't seem to have blogged this previously. Presentations are:
- Blended learning: using a flipped classroom in information literacy teaching.
- The invisible audience: engaging students in live online teaching environments.
- Using audience response systems to enhance student engagement in information literacy teaching
- Engaging with Special Collections: teaching with rare books and manuscripts at Senate House Library.
- Developing an online, interactive citing and referencing resource: a collaborative project
- Referencing picture books.
- Using fake news to engage students in critical source evaluation.
- Research Support at Birkbeck Library
- Providing reviews of search strategies using PRESS and direct collaboration on Systematic Review literature searches (for publication).
- Developing “Resistance Researching” workshops at Goldsmiths Library.
Go to https://libguides.city.ac.uk/teachmeet/presentations
Photo by Sheila Webber: March 2021 blossom

Online tutorial about APA 7th ed.

A librarian, Karli Mair, has generously shared an online tutorial about APA 7th ed., created for Valencia and Seminole State College. In introducing it, she says "The module was created using backwards design and is centered around common stuck places determined by a 1 credit Information Literacy Course at USC, reference desk questions, and one shot classes. The module uses a mixture of video, interactives, text, and formative assessment with immediate feedback to demonstrate bias-free language, formatting in-text citations, and creating reference list citations. Formatting a Word document is also included but not assessed. It comes in three parts - a Learn It interactive tutorial, a Try It practice quiz, and a Test It final quiz with question bank."
If your institution uses the Canvas application you can apparently find the module by searching her name Karli Mair, in the Canvas Commons. This is the link to the Learn It interactive tutorial if you don't use Canvas https://pro.ispringcloud.com/acc/W9xTkPsxNDEyMA/s/14120-BxU01-rbarp-HBd06
I just looked at a few parts, but, for example, there's a nice video that talks you through an example of citing a webpage.
There is the question bank here: https://docs.google.com/spreadsheets/d/1tlIWXCseZ5mRZX4BFszZTYohKon62YOFfSN036PanlU/edit#gid=430534371
Mair also gave the objecives and how they align with the ACRL Information Literacy framework:
"Authority is Constructed and Contextual
- acknowledge they are developing their own authoritative voices in a particular area and recognize the responsibilities this entails, including seeking accuracy and reliability,
- respecting intellectual property, and participating in communities of practice; develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview;
"Information Has Value
- give credit to the original ideas of others through proper attribution and citation;
"Research as Inquiry
- follow ethical and legal guidelines in gathering and using information
"Scholarship as Conversation
- cite the contributing work of others in their own information production;
"Learning Objectives: By the end of this tutorial you will be able to:
- Identify bias-free language
- Identify the information needed to cite a book, a book chapter, a webpage, and a journal article.
- Format in-text citations
- Create a reference citation for a book, a book chapter, a webpage, and a journal article"
Photo by Sheila Webber: more rudbeckias, August 2020

Learning Why, Not How: Citing your sources

Another interesting discussion piece from Barbara Fister. I agree about needing to explain why citing things with enough detail and clarity is important - also a recent discussion on the ili-l list highlighted how helping learners to distinguish what kind of thing is in front of them on the screen is important too (notably, recognising when something is a journal article):
Fister, B. (2019, August 8). Learning Why, Not How: Citing your sources matters, but teaching citation just muddies the waters for first-year students [blog post]. https://www.insidehighered.com/blogs/library-babel-fish/learning-why-not-how
Photo by Sheila Webber: good meal, Fish Butchery, Sydney, July 2019

Recent articles: #infolit assessment; ACRL Framework; multicultural approaches; rubrics; format confusion; social justice; interdisciplinary collaboration

The latest issue of open access journal Communications in Information Literacy (volume 12 issue 2) has been published. It includes:
- Closing the Loop: Engaging in a Sustainable and Continuous Cycle of Authentic Assessment to Improve Library Instruction by Teagan Eastman, Kacy Lundstrom, Katie Strand, Erin Davis, Pamela N. Martin, Andrea Krebs, and Anne Hedrich
- Navigating Roadblocks: First-Year Writing Challenges through the Lens of the ACRL Framework by Glenda M. Insua, Catherine Lantz, and Annie Armstrong
- Meeting Students Where They Are: Using Rubric-based Assessment to Modify an Information Literacy Curriculum by Brianne Markowski, Lyda McCartin, and Stephanie Evers
- Everything Online is a Website: Information Format Confusion in Student Citation Behaviors by Katie Greer and Shawn McCann
- A Multicultural Approach to Digital Information Literacy Skills Evaluation in an Israeli College by Efrat Pieterse, Riki Greenberg, and Zahava Santo
- Librarians in the Lead: A Case for Interdisciplinary Faculty Collaboration on Assignment Design by Rachel Wishkoski, Kacy Lundstrom, and Erin Davis
- Engendering Social Justice in First Year Information Literacy Classes by Conrad R. Pegues
- Development, Interest, Self-direction and the Teaching of Information Literacy by Steve Black
- Understanding Financial Conflict of Interest: Implications for Information Literacy Instruction by Heather B. Perry
Go to https://pdxscholar.library.pdx.edu/comminfolit/vol12/iss2/

Recent articles: public libraries and infolit; how well do librarians cite

Reference and User Services Quarterly is now open access, and volume 57 number 1, 2017 includes:
- For Your Enrichment: Developing a Reflective Practice Template for Citation Management Software Instruction - Steven D. Milewski, Jeanine M. Williamson
- Information Literacy and Instruction: For Your Information: Using Information Literacy in Public Libraries - Sonnet Ireland
- Giving Credit: How Well Do Librarians Cite and Quote Their Sources? - Peter Genzinger, Deborah Wills [the answer is - not perfectly well!]
https://journals.ala.org/index.php/rusq/issue/view/657
Photo by Sheila Webber: autumn rose, November 2017

#Citation Compass

A rather nice citation tool that was mentioned today in the blog post journal club conversation with Torunn Skofsrud Boger and Hanne Dybvik just now: the Citation Compass. I like the fact that it is all in one page: when you click on type of material (e.g. online thesis, book with one author) it pops up with the format for in text citation, reference citation and also how you would add it in EndNote. It was created by Norwegan librarians, but is in English. http://kildekompasset.no/references/apa-6th.aspx
Photo by Sheila Webber: more posters from the student Union elections

Wikipedia and #1lib1ref

Wikipedia is once more inviting librarians to participate in its #1lib1ref campaign. The idea is that you use your wizard librarianship skills to add references to Wikipedia that need them: however, if you have a class of students who you want to learn about evidencing information, citation practice etc. then this is also a reminder of how you can use Wikipedia for that.
Wikipedia says (and more information about these steps is given here: https://meta.wikimedia.org/wiki/The_Wikipedia_Library/1Lib1Ref/Participate#Cite_a_source_from_your_collection_or_research)

"1. Find an article that needs a citation. There are many ways to do this. Here are some strategies.
· Filling a "Citation Needed" using Citation Hunt
· Finding an article with sourcing problems
· Select an article while browsing
· Cite a source from your collection or research
"2. Find a reliable source that can support that article
"3. Add a citation using Wikipedia Style.
"4. Add the project hashtag #1Lib1Ref in the Wikipedia Edit Summary"
Step 5 is telling all your friends and acquaintancies via social media ;-)

There is a blog post about the initiative here: https://blog.wikimedia.org/2017/01/15/1lib1ref-2017/
Photo by Sheila Webber: Freddy, January 2017

New articles; embedding; citations; mobile; research and practice

The latest issue (volume 42, no. 6) of The Journal of Academic Librarianship (priced publication) includes:
- The Constraints of Practice, or We Work in Libraries, That's Why We Can't Do Research by Elizabeth Blakesley
- Systematic Literature Review Informing LIS Professionals on Embedding Librarianship Roles by A. Abrizah, Samaila Inuwa, N. Afiqah-Izzati
- Measuring the Importance of Library User Education: A Comparative Study Between Fudan University and the National Taiwan Normal University by Qianxiu Liu, Patrick Lo, Hiroshi Itsumura
- Assessing Graduate Level Information Literacy Instruction With Critical Incident Questionnaires by Laura Saunders, Jenny Severyn, Shanti Freundlich, Vivienne Piroli, Jeremy Shaw-Munderback
- Why read it on your mobile device? Change in reading habit of electronic magazines for university students by Peng Wang, Dickson K.W. Chiu, Kevin K.W. Ho, Patrick Lo
- Effects of Information Literacy Skills on Student Writing and Course Performance by Xiaorong Shao, Geraldine Purpur
- Rethinking Mobile Learning in Light of Current Theories and Studies by Claudia Jennifer Dold
- User Acceptance of Mobile Library Applications in Academic Libraries: An Application of the Technology Acceptance Model by Hye-Young Yoon
- Providing Enhanced Information Skills Support to Students From Disadvantaged Backgrounds: Western Sydney University Library Outreach Program by Judy Reading
- Information Literacy in the Active Learning Classroom by Clarence Maybee, Tomalee Doan, Michael Flierl
- Citation Generators, OWL, and the Persistence of Error-Ridden References: An Assessment for Learning Approach to Citation Errors by Christy R. Stevens
- Finding and Reading Reports of Research: How Academic Librarians Can Help Students Be More Successful by Dian Walster, Deborah H. Charbonneau, Kafi Kumasi
- Patience, Persistence, and Process: Embedding a Campus-wide Information Literacy Program across the Curriculum by Glenn Johnson-Grau, Susan Gardner Archambault, Elisa Slater Acosta, Lindsey McLean
Abstracts at http://www.sciencedirect.com/science/journal/00991333/42/6
Photo by Sheila Webber: Xmas wreaths of Sussex, 40: December 2016

Citation tutorial: MLA Play

The Peer-Reviewed Instructional Materials Online (PRIMO) Site of the Month for May is MLA Play, produced by Mary Hanlin and Denise Woetzel, J. Sargeant Reynolds Community College, Richmond, USA. "MLA Play consists of four lessons that guide the student to a better understanding of the essential patterns and formatting standards used in MLA format. The tutorial in its entirety doesn’t typically take more than a half an hour to do, and after successful completion students can submit their name and email address which is forwarded on to their professor. Although there are dozens of online MLA tutorials, this tutorial is unique in that it focuses on helping students understand the pattern by explaining the reasoning behind the word order. This tutorial aims not simply to show MLA, but also to help students really understand the “what” and the “why” of MLA. Also, the tutorial explains MLA in a direct and accessible manner." The site itself is at http://library.reynolds.edu/students/games/anthology/mla_anthology.html and the interview with the authors is at http://acrl.ala.org/IS/instruction-tools-resources-2/pedagogy/primo-peer-reviewed-instruction-materials-online/primo-site-of-the-month/may-2016-site-of-the-month/.
Photo by Sheila Webber: Hawthorn, May 2016

Latest articles in Reference Services Review: flipping; reflective assessment; citation apps

The articles in the latest issue of Reference Services Review (Volume 44 Issue 1, priced publication) include:
- A massively flipped class: Designing and implementing active learning information literacy instruction for a large enrollment course: Julia E. Rodriguez
- Reflective assessment: opportunities and challenges: Anne Jumonville Graf , Benjamin R. Harris
- Citation apps for mobile devices: Mary K. Van Ullen , Jane Kessler
- Reference Services Review: content analysis, 2012-2014: Katherine W. Clark
Go to http://www.emeraldinsight.com/toc/rsr/44/1
Photo by Sheila Webber: camellia, Botanic Gardens, February 2016

Tutorials on citation etc.

As the new semester starts people have been sharing links to information literacy and citation guides. These include:
- Hong Kong University of Science and Technology videos on citation e.g. citing in different styles http://lbcone.ust.hk/elearning/?tag=citation
- Purdue University's OWL Citation Chart (compares MLA, APA and Chicago styles of citation) https://owl.english.purdue.edu/owl/resource/949/01/ (and the Online Writing lab has lots of other resources too)
- A new document from ALISS (Association of Librarians and Information Professionals in the Social Sciences), Useful resources for student training and orientation, lists links to a number of resources such as information literacy tutorials

Photo by Sheila Webber: Michaelmas daisy, Charlton House, September 2014

My 2,500th post! and - why do people cite?

We had a good discussion yesterday in the #ilread information literacy blog-post journal club, on Barbara Fister's paper (http://homepages.gac.edu/~fister/loex13.pdf). You can have a read through the discussion at http://infolitjournalclub.blogspot.co.uk/2013/07/journal-club-meeting-24-july-barbara.html and you can still add to it, too (though as we switched moderation on again, there will be a slight delay before your comment appears).
One of the discussion points was citation - do we need to be so obsessive about students citing things? do we have to be so picky about citation styles? One thing I mentioned in a final comment was a study that my colleague Peter Willett did about why people cite. He took a journal issue that several people in the Information School had contributed to: authors had to say why they had cited items, then we read other people's articles and said why we thought they they had cited them (by the way, the readers' perceptions didn't match the authors' very well!) There have been a number of studies on citation behaviour, and Peter was using a list of reasons from a previous study.
I mention this, as I think that asking students to look at articles and try and work out why sources have been cited by the authors is one way to get students to think about why they are using other people's work in their own work. I did one exercise last year with students which included examining in more detail what was cited in an article and why it was being used, and I think I will do a bit more this coming year. Peter gives the list of reasons at the end of his article (taken from Harwood, 2009), and the main headings are: Signposting; Supporting (justifying your work or your arguments); (giving) Credit (to previous work); Position (establishing your position in relation to others); Engaging (with previous work e.g. criticising it); Building (on previous work); Tying (tying in your work with others in terms of research methods etc.); Future (flagging up your future research path), Competence (i.e. proving your competence in the subject by citing authoritative works) and of course “other”.

- Willett, P. (2013) "Readers' perceptions of authors' citation behaviour." Journal of Documentation, 69 (1), 145 - 156. http://www.emeraldinsight.com/journals.htm?articleid=17073337

- Harwood, N. (2009) “An interview study of the functions of citations in academic writing across two disciplines”, Journal of Pragmatics, 41 (3), 497-518. nb I am citing this particular article without having read it ;-)

And this is my 2,500th post - blogging here since 2005 ....
Photo by Sheila Webber: Tiles, Leighton House, London, July 2013

The Citation project

The (North American) Citation project "is a multi-institution research project responding to educators’ concerns about plagiarism and the teaching of writing.... Our team systematically studies student papers that were produced in college writing courses and that draw on sources. Our purpose is to describe how student writers use their sources." They analyse student papers to see how students have used sources: "quotation, summary, paraphrase, or patchwriting". They give a detailed account of their methods. In analysing the student papers they went to the original sources to see how they had been used. The first phase concentrated on first year undergraduate writing classes, but the second phase will include a wider range of papers. The results of the initial pilot study are reported in:
Howard, R., Rodrigue, T. and Serviss, T.(2010) “Writing from sources, writing from sentences.” Writing and pedagogy, 2(2), 177-192. http://writing.byu.edu/static/documents/org/1176.pdf
and show e.g. that patchwriting (taking some text and changing bits here and there) and paraphrasing were very common, but summarising (which would require more effort and understanding) was not. The website is at http://site.citationproject.net/
Photo by Sheila Webber: Interior of a house in the Kulturen Open Air Museum, Lund, Sweden, May 2013

Citation therapy

The video Why you should cite it right takes a "therapist's couch" approach, http://lib.utsa.edu/Instruction/citeitright/why_cite.html. It is produced by The University of Texas at San Antonio Libraries and you might also like their video The importance of investigating the author.