bournemouth university dissertation archive

Doctor of Education Creative & Media

This online part-time course supports educational professionals to conduct doctoral research into their own professional practice in education.

Course search

Search form, why study the doctor of education creative & media at bu.

• This course will help you become a doctoral researcher and improve your professional practice to impact on teaching and learning
• You will be supported by the course team, fellow students, members of The Centre for Education, Media and Practice (CEMP) and our active group of Visiting Fellows and Professors
• During the taught phase you’ll be trained in a cohort on the conceptual frameworks for educational research, methodology, ethics, literature reviewing and data collection
• In the supervised stage you'll be supported in conducting your project to completion and publication.

Enhancing your professional practice

You will join a community of practitioners, teachers and educators, all sharing good practice and working collaboratively to address common issues around creative and media education. The time you spend at work contributes directly to the requirements of the programme; what you learn immediately feeds into your professional practice.​

Key information

Next start date:.

October 2024

Bournemouth University, Lansdowne Campus

48-84 months part-time online

Entry requirements:

A Bachelors Honours degree at 2:1 or equivalent, or a Masters-level qualification, PGCE or equivalent professional experience in education, including research activity judged by the programme team to be satisfactory for admission to a doctoral programme.

International entry requirements:

If English is not your first language you’ll need IELTS 6.5 (Academic) or above. For more information check out our international entry requirements .

Course details

Course structure.

Taught phase (2 years) – online for 34 weeks in each year, 2 x 2 day conferences (virtual Thursday/ Friday, early October and early June) in each year, 3 x tutorials (by video meeting), 1 day virtual workshop day each year (February). 

Research phase (2-4 years) – 2 x 2 day virtual conferences in year 3 + supervision by email, tutorials (by video meeting)

Academic support

During your course you’ll attend two 2 day virtual conferences and 1 virtual workshop (5 days in total), giving you the opportunity to interact with other students in your cohort and participate in workshops.

Throughout the conferences, you'll explore methodological issues, philosophical underpinnings of research, and will have the chance to enhance your skills in areas that are not necessarily discipline specific. You’ll also be able to interact with researchers from our other faculties, and listen to invited speakers from other institutions, all of which will enhance your own knowledge, skills and perspectives.

Programme specification

Programme specifications provide definitive records of the university’s taught degrees in line with Quality Assurance Agency requirements. Every taught course leading to a BU Award has a programme specification which describes its aims, structure, content and learning outcomes, plus the teaching, learning and assessment methods used.

Whilst every effort is made to ensure the accuracy of the programme specification, the information is liable to change to take advantage of exciting new approaches to teaching and learning as well as developments in industry. If you have been unable to locate the programme specification for the course you are interested in, it will be available as soon as the latest version is ready. Alternatively please contact us for assistance.

Entry requirements

General entry requirements.

We would normally expect you to have one of the following:

• A Bachelors Honours degree at 2:1 or equivalent
• A Masters-level qualification, PGCE or equivalent professional experience in education, including research activity judged by the programme team to be satisfactory for admission to a doctoral programme. 

Entry requirements may vary so it is important to discuss your application in principle before submitting a formal application.

International entry requirements

You can find details of the international qualifications we accept, and what level of study they apply to, on our  entry requirements for non-UK students' page.

Please see below some examples of the qualifications for entry:

• China:  学士学位 (Bachelor degree) with a minimum of 70% overall
• India: Bachelor’s degree (4 years) from a recognised HE institution with a minimum overall result of 60% or second division
• Nigeria:  Bachelor's degree from a recognised institution with a minimum classification of 2:1
• Thailand:  Thai Bachelor's (Honours) degree from a recognised higher education institution with a minimum GPA of 3.0/4.0
• Turkey: Bachelor’s degree (Lisans Diplomasi - four years) with a minimum overall GPA of 2.7/4.0
• Vietnam:  Bachelor's degree/Bang tot nghiep dai hoc with an average score of 75/10, or a Master’s degree/Thac si.

All applications will be subject to a minimum grade and your degree may need to be in a relevant subject area.

English language requirements

If English is not your first language, you will need to provide evidence that you can understand English to a satisfactory level. English language requirements for this course are normally: 

• IELTS (Academic) 6.5 with minimum 5.5 in each component or  equivalent .

View further information about our English language requirements .

Bournemouth University International College offers a number of pre-sessional English and preparatory programmes to prepare international students for postgraduate study at BU. Admission to the degree is guaranteed on successful completion of your course to the required level.

You can also find further details of the international qualifications we accept, and what level of study they apply to, on our  postgraduate entry requirements page .

Your application

What we're looking for.

This course has been designed for educational professionals with an appetite for enquiry, a passion for reflective thinking about your practice and a desire to take on the challenge of doctoral level study in your discipline context. 

At the application stage, you will need a viable proposal in the form of a short expression of interest, explaining your role and your prospective research project. You will also need the time to focus on this research, on average one day a week, or equivalent hours spread over the week for four to six years. 

Selection criteria

Candidates will be selected on the basis of their application form, proposal and a Zoom interview. 

In the proposal we are looking for evidence that you have ideas with the potential for Doctoral-level research. This means that you should demonstrate the potential to design and implement a research project, which will generate new knowledge in your field.

A good proposal will exhibit a familiarity with the relevant literature, show an appreciation of the significance of philosophical and methodological frameworks, and have a clear and realistic plan of action.

How to apply

You can apply for a Professional Doctorate by clicking on the ‘Apply now’ button and completing the application form. You can find further guidance about applying for a postgraduate research degree in our postgraduate research section .

Fees and funding

As part of your application, you will need to specify how you plan to fund your studies.

The Doctoral College can provide advice on different opportunities to access funding. BU also offers a number of fee discounts . 

Deposits and paying fees

You can find full information about the deposits required and how to pay your fees in our postgraduate fees section .

All fees are quoted in pounds sterling and are per annum. Fees quoted are for tuition only unless stated otherwise. Your tuition fees will be the same for each year of your course.

Continuation Status - research students who have completed their normal period of enrolment but are still engaged in research activity or writing up will be automatically transferred to Continuation Status, as outlined in the Code of Practice for Research Degrees. Continuation Status Fees will be £600 for the 12-month period, payable in accordance with the BU Student Fees Policy.

No hidden extras

What's included in your tuition fee?

Your tuition fee covers expenses associated with your course including tuition materials, access to facilities, mandatory field trips and the following:

• Allocation of a supervisory team to provide support and guidance throughout a research degree programme
• Access to Researcher Development Programme
• Copy of current Code of Practice for Research Degrees, the Student Charter and the Student Agreement
• Access to a desk and computer (full-time Doctoral PGRs only).
• Access to photocopying/printing facilities (as determined by the Faculty and programme of study).
• The  Library  – access to a wide range of electronic resources (databases, e-journals and e-books), print and multimedia collections, subject librarians and study spaces
• IT labs (some open 24/7), wireless network, AV equipment to borrow
• Disability and additional learning support
• 24 hours a day, 365 days a year security team.

Cost of living and other expenses to consider

We are committed to offering you value for money and ensuring there are no hidden costs while you are studying with us, therefore we have listed below any additional costs you may incur that are not covered by your tuition fee:

• Laptops, tablets and mobile devices. 
• Accommodation and  living costs . Our  accommodation price guide  can be found on our website.
• Travel costs and other costs associated with optional research activities.
• Text books, general stationery and other supplies. Our award-winning library is stocked with a large range of text books and online resources, free of charge. The Students’ Union shop stocks a wide range of stationery supplies.
• Sport BU membership

Professor Julian McDougall - Programme Leader Educational Doctorate Creative & Media

Julian McDougall is Professor in Media and Education, Head of the Centre for Excellence in Media Practice and Principal Fellow of Advance HE. He runs the Professional Doctorate (Ed D) in Creative and Media Education at Bournemouth University and convenes the annual International Media Education Summit. In the field of media education, he is the author of a range of over 100 books, articles, chapters and research reports and has provided numerous research projects for research councils, media industry, charities and non-profit organisations.

Dr Karen Fowler-Watt - Associate Professor of Journalism & Global Narratives

Dr Karen Fowler-Watt is Associate Professor of Journalism and Global Narratives. Formerly Head of the School of Journalism, English and Communication (2007-2018), she is research theme lead for journalism education in the Centre for Excellence in Media Practice (CEMP). As a BBC journalist, she worked in Radio 4 News and Current Affairs as an output editor on The World at One and PM and The World this Weekend, Karen made documentaries for File on 4 and she was a field producer in the Middle East, covering the Gulf Crisis and War in 1990/1 and producing news output from Moscow, Europe, Northern Ireland and the United States, with a stint as Washington bureau producer.

Dr Mark Readman - Fusion Learning Innovation and Excellence Academic

Mark works across the Faculty of Media and Communication, and the Centre for Fusion Learning Innovation and Excellence. His research and publications focus on critical approaches to creativity, media pedagogy, and representations of teaching and learning.

His work on creativity has led to several invitations to address arts educators and practitioners in the UK and abroad, along with consultancy work in Israel, Hong Kong and Turkey.

Dr Isabella Rega - Associate Professor in Digital Media for Social Change

Isabella Rega holds a Ph.D. in Communication Sciences and an Executive Master degree in Intercultural Communication from the Università della Svizzera Italiana (USI). Her PhD dissertation dealt with the role of telecentres in socio-economic development.

She is currently Senior Lecturer in Digital Technologies and Education at CEMP – Centre of Excellence in Media Practice, Media School, Bournemouth University.

Information on this page relates to next entry point (see box containing fees figures), unless indicated otherwise. Statistics shown throughout this page are taken from The Discover Uni dataset (formerly Unistats) and BU institutional data, unless otherwise stated.

Postgraduate Researchers: Copyright and your thesis

• Finding information
• Submitting your Thesis

Copyright and your thesis

• SAGE Research Methods
• Research Data Managament This link opens in a new window
• Endnote Desktop
• Writing and referencing
• Search theses
• Getting published
• Originality
• Researcher News and Updates
• PGR Workshops
• Guidance and Support

The flow chart below helps you prepare your theses for being made available on BURO, BU’s Open Access repository, which takes place once you have deposited your work in the library.  

For your viva you can use sections of someone else’s work in your thesis as long as all the material is relevant, and thoroughly cited and referenced.

After your viva when your thesis is made available on BURO, your work is held to a higher standard of copyright law, and you may need permission to use material which belongs to someone else.

Using other people's work in your thesis

Do i have third party copyright in my thesis.

Have I used any:

• Sections of text (beyond short quotations)
• Images or photographs
• Maps or tables

which I have not created myself?

Any third party material needs to be properly cited and referenced throughout your work.

Any visual material requires particular attention, as you may be reproducing the entirety of someone else’s work –  see our guidance .

If there is no third party material in your thesis, it can be made available on BURO without any futher steps being taken relating to copyright. 

• General copyright guidance
• Copyright and Open Access
• Guidance from the Intellectual Property Office on copyright and research

Using images in your thesis

A ll images used in your thesis may possibly be considered to be a complete (100%) reproduction of someone else’s work, and so may not exempt under the exception for quotation 

Images in your thesis should:

• Be directly of relevance and be something you discuss or analysis

If you can choose between a high or a low resolution image, you should select the low resolution.

Copyright Free Images

Always consider Copyright:

• Cite and reference any images you use to acknowledge author and attribute source.
• Check that any images you choose to use ideally have a Creative Commons  CC0 license  or CC-BY-4.0 license . Check the Creative Commons (CC) website for  a list of CC licenses  for details.

The websites listed below include selections of copyright free images:

Check carefully before using images, contact a BU Librarian  if you're unsure and request our advice.

• Creative Commons (CC) search
• Wikimedia Commons
• Flickr Creative Commons
• List of some free stock photo websites

Exception for Quotation

This is to be found in Section 30(1ZA) of the Copyright, Designs and Patents Act 1988, and applies the concept of ‘fair dealing’.

There is not one single definition of what counts as  ‘fair dealing’, but you should ask yourself:

• Would I consider it fair if someone were to make use of my work in this way.
• Am I reusing material which is directly relevant to my thesis and which I comment upon and/ or analyse.
• Have I credited the author and source adequately throughout?

Images are harder to account for by using the exception for quotation, as usually 100% of the image will be reproduced, unlike quoting a small section of text.

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• Last Updated: Aug 2, 2024 4:03 PM
• URL: https://libguides.bournemouth.ac.uk/PGRsupport

Staff Profile Pages

Professor Julian McDougall

• jmcdougall at bournemouth dot ac dot uk
• http://orcid.org/0000-0003-2147-2202
• Professor of Media and Education
• Weymouth House W336, Talbot Campus, Fern Barrow, Poole, BH12 5BB
• @JulianMcDougall
• Media and Communication
• Media Education
• PhD Supervisor
• Link to this page
• Scan contact details

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Julian McDougall is Professor in Media and Education; Principal Fellow of Advance HE and Programme Leader for the Professional Doctorate (Ed D) in Creative and Media Education at Bournemouth University. He is Research Cluster Lead for the MIL Eco-Lab (Media and Information Literacy for Healthy Eco-Systems) in the Centre for Science, Health and Data Communication Research.

From 2013-23 he was Director of the Centre for Excellence in Media Practice and convened the annual Global Media Education Summit.

He is co-editor of the Journal of Media Literacy Education and Routledge Research in Media Literacy and Education and Chair of the Media and Information Literacy Alliance.

In the fields of education, media literacy, media, communications and cultural studies, he is author / editor of a wide range of books, articles, chapters and research reports and has provided numerous research projects for research councils, media industry, charities and non-profit organisations.

Journal Articles

Conferences.

• more information
• view in BU repository

PhD Students

Profile of teaching pg, invited lectures.

• Aaron Singh-Takhar. What is the of value of using software such as Class Charts for behaviour management and student-teacher relationships in West Midlands based schools? , (In progress)
• Alexa Munn. Digital Technologies; a platform for learning and engagement? , (In progress)
• Andrea Winkler-Sousa De Vilhena. Civic media literacies: arts as an educational tool. , (In progress)
• Andrea Winkler-Sousa De Vilhena. The Art of Presence – Becoming Present through Art-Based Media Literacy Education , (In progress)
• Emma Smyth. Media & digital literacy in the KS5 curricula; Multi-literacy, cultural capital & OFSTED in a 21st century context. , (In progress)
• Louise Cottrell. The value of making: A study exploring students’ experiences of producing video work , (In progress)
• Louise Davies. How can the distinct pedagogies of subject Media Studies be used across the curriculum to develop boys' reading skills? , (In progress)
• Michelle Thomason. A Site of Conflict and Resistance: The impact of the 2014 curriculum reforms on A Level Media Studies , (In progress)
• Mike Scott. Exploring the Role of Twitter in the Professional Practice of Neurodivergent Educators within HE , (In progress)
• Nicole Ponsford. novative Inclusion for Equitable Education - can edtech make ordinary classrooms extraordinarily inclusive? , (In progress)
• Philip Barber. Irreconcilable Differences: Exploring the Aesthetic Platforms of Radicalisation, Counter-Culture and Conspiracy , (In progress)
• Richard Mayers. The untapped potential of digital narratives: how teachers can harness the power of digital storytelling , (In progress)
• Steve Rowles. A Psychological Evaluation of a Framework for Football Academy Performance MDT Service Delivery. , (In progress)
• Stuart Armon. Understanding the role that the transition from FE to HE has on identify exploration and commitment for sexual minority students and the relationship this has with subsequence adoption of positive learner behaviours. , (In progress)
• Vianna Boring. Peer to Peer Employability Coaching and Mentoring within Higher Education , (In progress)
• Peter Westman, 2017. Digital Ethnography as a Transferable Pedagogic Tool , (Completed)
• Damien Homer, 2019. The rhetoric of participation: An evaluation of the impact of learners’ voices initiatives in a College of Further Education , (Completed)
• Mari Lewis, 2021. A Critically-engaged Syncretic Language Narrative of two Building Trades Students and their families: Developing Identity-resonance for Self-actualising Minorities’ Right to Be, Believe and Belong , (Completed)
• Tessa Jolls, 2024. PhD by Publication , (Completed)
• Amy Binns. Factors contributing to cyberabuse in social media and outcomes for users and managers. , (Completed)
• Emma Walters. Beyond Subject Media: An Exploration of Transferable Skills as Codified Raw Ingredients for Labour Market Demands , (Completed)
• Jo Royle. Journalism entrepreneurship and higher education , (Completed)
• Kimberley McFarland. Exploring how educators can use experiential e-learning to teach entrepreneurial and business literacy to high school students , (Completed)
• Marian Mayer. Is Transformative Learning possible in neoliberal post-92 higher education in the UK? , (Completed)
• Misti Savage. The home literacy practices of young multilingual children , (Completed)
• Monsak Chaiveeradech. A study of bridging digital literacy with the Thai context of mindfulness. , (Completed)
• Neelam Parmer. The role of New Media Literacy Learning in Early Childhood Education , (Completed)
• Pengpeng Hatch. “If I’m here to teach means I’m really good”: an IPA study into International Academic Staff lived experiences – challenges, coping strategies, investment, and identity. , (Completed)
• Wayne O'Brien. Learning to Kill? , (Completed)
• Anthony Avery. Creativity and Media Literacy
• Christian Cohen. Digital Ethnography, Mobile Learning and Risk
• Giles Milner. Exploring the relationship between environment, interpretation and learning theory in Management Work Based Learning in the UK.
• Jasem Alnasser. TBC
• John Omoregie. Artificial Intelligence Solutions: Novel Opportunities for Improving Performance and Success in UK's Underperforming Further Education Colleges.
• Marzena Hiles. Cohort cultures and the ‘student voice’ in creative and media subjects in UK Higher Education
• Michael McKinlay. TBC
• Reshad Somauroo. Boys and Their Toys: Creating the Modern Multiplatform Property
• Richard Sanders. Habitual Dispositions or Ideological Disjunctures in Digital Technology Decision-Making for MA Education Postgraduates? Finding the Discursive Conditions for Transformation
• Ed D Creative and Media Education (all) - Programme Leader
• Contemporary Perspectives
• Improving Media and Information Literacy, British Council, Accra, Ghana, 21 Mar 2024 more Skiils 4 Success in Ghana
• Building resilience through adult media literacy, RSA and Broadcasting House, London, 27 Nov 2023 more Royal Society / BBC / Wikimedia Event
• Next steps for improving children’s media literacy, Webinar, 06 Mar 2023 more Westminster Education Forum
• Building Resiliency, Media Lit, Strategic Defence, Webinar, 07 Dec 2022 more NATO Webinar
• What Kind of Media Literacy Do We Need?, Royal Society of Arts, London,, 18 Oct 2022 more . Parentzone Conference: Digital Families.
• Embedding Media Literacy in the School Curriculum, Universiti Malaysia Pahang (Virtual), 04 Oct 2022 more Celik Digital Symposium on Media & Information Literacy Across Nations
• Information Literacy as a Social Justice Issue, Liverpool, 08 Jul 2022 more CILIP Conference, Invited Panel
• Digital, Media, Information: All the Literacies, Ashford, 11 Jun 2022 more School Library Association conference
• Media Literacy: Beyond Solutionism for a ToC, Virtual, 17 Dec 2021 more Keynote: SMaRT-EU conference
• Critical Approaches to Online Learning, UAL (Virtual), 14 Dec 2021 more University of the Arts London webinar
• Doing Text in the Third Space, Lisbon (virtual), 14 Dec 2021 more Keynote: Media Literacy and Civic Cultures
• Doing Text in the Third Space, Lisbon (virtual), 26 Nov 2021 more Media Literacy and Civic Cultures (MeLCi Lab) Autumn School “Science bootcamp to improve research hands-on skills
• Media Theory Toolkit / Booster Shot, English and Media Centre, London, 18 Jun 2021 more English and Media Centre (CPD)
• Keynote: Media Literacy vs Fake News, Virtual, 17 Jun 2021 more #SMILED21 conference
• Media Education 3.0, Warsaw, Poland, 16 Apr 2021 more Fullbright Symposium
• The Media Literacy Vaccine, Morocco (virtual), 01 Jan 2021 more Keynote: Space & Cultures Research Group
• Panel: Ed Tech and Mixed Learning, Virtual, 18 Nov 2020 more Family Online Safety Institute Annual Conference
• Media, Education, Third Spaces, University of Milan (online due to Covid), 06 Jul 2020 more SIREM (Society of Italian Research into Education and Media)
• The Uses of Literacy Today, Ashford, Kent, 20 Jun 2020 more School Library Association Conference: Digital Education, Reading and Learning
• The Uses of (Digital) Literacy, Edgbaston Park Hotel, Birmingham, 29 Nov 2019 more JCS Conference 2019 Keynote Speaker
• STEAM(M): Learning in Action, Cag University, Turkey, 21 Oct 2019 more Learning in Action: Keynote and Workshop
• Media Literacy vs Fake News, English and Media Centre, London, 03 Oct 2019 more Media Education Association Teachmeet
• Fake News vs Media Studies, University of Sussex, Brighton, 05 Jul 2019 more Sussex Media Conference
• The uses of media literacy, Tbilsi, Georgia, 25 Jun 2019 more European Commission Education and Values, Peer Learning
• Third space student partnership, Dundalk Institute of Technology, 23 May 2019 more Evolving identities: Collaboration to enhance student success
• Use & abuses of modern media, Zagreb, Croatia, 04 Apr 2019 more European Commission seminar: Promoting common values and inclusive education through cooperation between education institutions and civil society
• The Uses of (Dynamic) Media Literacy, National Research University, Moscow, 09 Feb 2019 more Keynote Presentation: Media Education, Media Ecology, Media Literacy: Digital Media for the Future
• Teaching Media Literacy in Europe, The European Union, Brussels, 22 Nov 2018 more European Union: NESET II and EENEE: Strengthening Common European Values through Education: What does the evidence tell us?
• The Digital Media Experience, Pomme D’or Hotel , Jersey, 22 Oct 2018 more States of Jersey: Online Safety Conference
• Research-Led Teaching in Popular Music, Birmingham City University, 23 May 2018 more Seminar Interlocutor
• The REF Mindset: Deconstructing the Process, Ulster University Belfast, 08 May 2018 more Ulster University Research and Impact
• But how is it not just practice?, University of Cork, 04 May 2018 more Invited Keynote and panel: University of Cork Creative Practice Research Symposium
• Digital media, culture and education, UCL Knowledge Lab, London, 18 Apr 2018 more UCL Knowledge Lab Seminar
• Media Meets Literacy: Concluding Speech, National Theatre, Sarajevo, 22 Sep 2017 more Keynote: Media Meets Literacy Conference
• Literacy + Digital = ??, Disruptive Media Learning Lab, Coventry University, 06 Sep 2017 more Keynote Presentation: European Literacy Network (COST) Training School
• Teaching, Learning & Assessment for Media Literacy, Lebanese American University, 15 Aug 2017 more Media and Digital Literacy Academy of Beirut
• Madness in the Methods, University of West England, 28 Jun 2017 more Keynote: Postgraduate Research Conference
• Media Literacy in Europe and the UK, UCL, 02 May 2017 more Digital Arts and Education Research / E-Media Education Lab Seminar
• What do we mean when we talk about media literacy?, University of Liepāja, Latvia, 07 Apr 2017 more British Council / Latvian Ministry of Culture Research Seminar, University of Liepāja
• Media Education Research, University of Leeds, 22 Mar 2017 more University of Leeds research seminar series
• The Play's The Thing, St Luke's Community Centre, London, 08 Dec 2016 more Tavistock Institute of Human Relations Seminar: Serious Games
• Media Literacy for Good Agency: If Jez We Could, Södertörn University, Stockholm, 14 Oct 2016 more Media Literacy for Civic Engagement symposium
• Teacher Training for MIL Across the European Union, National Library of Latvia, Riga, 28 Jun 2016 more International Media and Information Literacy Forum, Riga, Latvia
• How does Student 9 Get Your Ethics?, Vaal University of Technology, Johannesburg, SA, 03 Sep 2015 more Keynote presentation: Design Education Forum of South Africa: annual conference
• Mediaptation: Learning from the Protest Camp, Salzburg Academy on Media and Global Change,, 18 Jul 2014 more Mediaptation: Salzburg Academy on Media and Global Change, July 2014
• Media Literacy: The Incomplete Project, Fairfield University, Connecticut, 14 Mar 2014 more Media Literacy: The Incomplete Project - Media Literacy Research Symposium, Fairfield University, Connecticut (March 2014)
• Media Literacy and Teacher Training, UNESCO, Sorbonne, Paris, 20 Jun 2013 more Media and Information Literacy Education in the UK - EC / COST network conference, Sorbonne, Paris (2013)
• Teaching After the Media, Ontario, Canada, 07 Mar 2013 more Media Education Research Workshop, Ontario
• Teaching Media in the Digital Age, Salford University, 02 Nov 2012 more Keynote: Saudi Journalists UK conference, Salford University, 2012
• Teaching, Gaming and Virtual Worlds, University of West England, 10 Feb 2012 more Higher Education Academy Seminar: Effective Teaching and Learning in the Arts and Humanities
• Discussant: Researching Media Learning, Institute of Education, University of London, 09 Dec 2011 more Discussant: Researching Media Learning ESRC Seminar
• Media Education After the Media, Ravensbourne University, London, 03 Sep 2011 more Keynote Speech: Media Education Summit, Ravensbourne, London
• Politics, Power and Meaning 'After the Media', RIBA, London, 10 Jun 2011 more Media Education Manifesto Symposium
• Teaching Talent TV, Abertay University, Dundee, 15 Jan 2011 more Association of Media Education in Scotland conference
• Media Education, Themes and Challenges, Birmingham City University, 04 Sep 2010 more Invited Panelist: Media Education Summit
• Media Education for the 21st Century, Kings College, Christchurch, 11 Sep 2009 more Keynote Speech: Media Education conference, Christchurch, NZ
• Media 2.0: What Difference Does it Make?, National Museum of Media, Bradford, 01 Feb 2008 more Keynote: Media Education Association conference, Bradford, 2008
• Media Literacy, 2007, Warwick University, 16 Nov 2007 more Keynote Speech: Media Education Association inaugural conference, Warwick University
• Media Studies 2.0: The Collapse and Rebirth of MS, British Film Institute, London, 07 Jun 2007 more Keynote Speech Discussant (with David Gauntlett): BFI Media Studies conference, London
• Theory of Change for Resilience to Dis/Misinformation (British Council, 04 Mar 2024). Awarded
• Digital Media Literacy Training (British Council, 01 Jan 2024). Awarded
• Evaluating Media Literacy with a Theory of Change (DCMS, 01 Nov 2022). Awarded
• Kano Accelerated Learning (KAL) (British Council, 03 Oct 2022). Awarded
• Third Space School Library (Economic and Social Research Council / e-nurture, 03 Oct 2022). Completed
• Skills 4 Success Evaluation (Ghana) (British Council, 08 Apr 2022). Awarded
• Digital Maps: Youth Led Alternative Media Platform (YLAMP) (British Council, 10 Jan 2022). Awarded
• Media Literacy in Georgia (Europe Foundation, 06 Sep 2021). Awarded
• Media Action for Digital Media Literacy (BBC Media Action, 01 Sep 2021). Awarded
• Post-Contributor Lived Experience (ITV, 12 Apr 2021). Awarded
• Digital Education Hub (European Commission Directorate-General for Research and Innovation, 15 Feb 2021). Awarded
• Comics in the Time of Covid (Arts and Humanities Research Council, 01 Feb 2021). Awarded
• Digital Arts and Refugee Engagement (Arts and Humanities Research Council, 01 Jan 2021). Awarded
• Community Theatre: Life Skills for Refugee Integration and Vocational Education (Arts and Humanities Research Council, 01 Jan 2021). Awarded
• Digital Media Enterprise Support and Youth-Led Cultural Narrative Production: Dual Netizenship (British Council, 15 Jan 2020). Awarded
• Online Safety – Media Literacy Strategy – Mapping Exercise and Literature Review (DCMS, 08 Oct 2019). Awarded
• RefuTech for Refugee Youth Integration and Vocational Education (Arts and Humanities Research Council, 01 Jul 2019). Awarded
• Connect2Aspire: Cultural engagements and young people’s professional aspirations (Arts and Humanities Research Council, 01 Feb 2019). Awarded
• Media Literacy versus Fake News: Critical Thinking, Resilience and Civic Engagement (US Embassy, 01 Jan 2019). Completed
• Teaching media literacy in the age of disinformation: effective policies and practices in school education (European Comission NESET II, 10 Apr 2018). Awarded
• Media Education and Subject Associations: Field Scan (Media Education Association, 13 Mar 2017). Awarded
• Comrades and Curators: Bill Douglas Research Stipend (Bill Douglas Museum and Collection, 06 Mar 2017). Awarded
• Media Literacy Survey (UK Expert) (European Audiovisual Observatory, Council of Europe, 03 Jun 2016). In Progress
• Telling Tales of Engagment: Digital Literacy to Community Capability (Engineering and Physical Sciences Research Council, 01 Feb 2016). In Progress
• From Digital Learning to Capability (Samsung, 01 Dec 2014). Awarded
• Extending the Open Access Copyright User Portal (RCUK / University of Glasgow, 01 Sep 2013). Awarded
• The Spirit of 13 (Media Education Association / BFI, 10 Jun 2013). Awarded
• Digital Tranformations: Reading Games as Authorless Literature (AHRC, 04 Feb 2013). Awarded
• Young Dads' TV: Impact Evaluation (Media for Development, 09 Sep 2012). Awarded
• Higher Education Academy Network Seminar Series (Higher Education Academy, 02 Jan 2012). Completed
• Social Documentary as a Transferable Pedagogic Tool (European Union, 11 Nov 2010). Awarded

External Responsibilities

Journal reviewing/refereeing, conference presentations, consultancy activities.

• Media and Information Literacy Alliance, Board member (2022-)
• University of Bedfordshire, PhD External Examiner: Hassan Marie (2022-)
• University College London, External Examiner: Educational Doctorate (2022-2025)
• University of Ulster, External Examiner: BSc Interactive Media (2022-2025)
• University of West England, External Examiner: International Ed D (2022-2025)
• University College London, External Examiner: PhD Thesis: Kostas Voros (2022)
• University of Central Lancashire, External Examiner (Doctoral): Adele Chadwick (2021)
• Dutch Research Council (NW)), Grant application reviewer (2020)
• Canterbury Christ Church University, REF reviewer (outputs and impact case studies) (2020)
• Carnegie Trust, Application Reviewer: Research Incentive Grants (2020)
• Apice, Consultant / Trainer: Media Literacy Education (2020)
• School Library Association, Patron (2020-), https://www.sla.org.uk/
• Dublin City University, External PhD Examiner RIcardo Castellini Da SIlva (2020)
• Cyprus Agency of Quality Assurance and Accreditation in Higher Education, Panel chair: Media in Contemporary School (2019)
• Cag University, Turkey, Workshop Facilitator: Learning in Action (2019)
• University of Ravensbourne, External reviewer (REF) (2019-2020)
• Bath Spa University, External reviewer (REF) (2019)
• Canterbury Christ Church University, External reviewer (REF) (2019-2020)
• Journal of Media Literacy Education, Advisory Board (2019-), https://namle.net/publications/journal-of-media-literacy-education/
• Leeds Beckett University, External Examiner for PHD: Chris Clarkson + resub (2018-2019)
• Small Axe Film Festival, Tolpuddle Festival, Panel Judge (2018), http://smallaxe.radicalfilm.org.uk/#jury
• Nottingham Trent University, External Examiner: Ed D programme (2018-2022)
• South Island School, Hong Kong, Curriculum reviewer (2018-2019)
• Academy of FInland, Grant Reviewer and Panelist (2018)
• European Union, Advisory Board: Media in Action (2018-2020)
• European Science Foundation, Grant Evaluator (Media Literacy) (2018-2020)
• Ulster University, REF reviewer (2018-2020)
• European Science Foundation, Community of Experts (Peer Revieer) (2017-2020), http://www.esf.org/why-us/our-community-of-experts/
• University College London, External Examiner (PHD): Julia Rodriguez (2017)
• European Commission, Evaluator: Marie Skłodowska-Curie Action (2016)
• University of Brighton, External Examiner: BA (Hons) Media Studies (2016-2019)
• Bradford University, External Examiner (PHD): Franzi Florack (2016-2017)
• United Kingdom Literacy Association, Special Interest Group Convenor: Media Literacies (2014-2016), http://www.ukla.org/news/story/new_media_literacy_sig/
• Media Practice and Education (formerly Journal of Media Practice) (Taylor and Francis), Editor (2014-), http://www.tandfonline.com/action/journalInformation?show=editorialBoard&journalCode=rjmp20#.VEyyYucnivM ; Media Practice and Education
• University of Bedfordshire, External Examiner: PHD thesis (Peter Dean) (2014)
• Institute of Education, External Examiner (PHD Thesis): Eirini Arnaouti (2014-2016)
• Bath University, External Examiner: FD Creative Media (2012-2015)
• OCR, Principal Examiner (2010-)
• Media Education Research Journal (Auteur), Editor (2010-2016), http://www.merj.info/ ; Media Education Research Journal
• Glasgow University, External Examiner: PGDE Secondary (2009-2011)
• University of Hull, External Examiner; Education, Culture, Society (2009-2012)
• University of West England, External Examiner: Ed D thesis (-2022)
• University of West England, External Examiner: Ed D (international)
• University College London, External Examiner: Postgraduate Social Science
• International Journal of Environmental Research and Public Health, Anonymous peer review, 11 Aug 2020
• Educational Research, Anonymous peer review, 15 Jun 2020
• Societies, Anonymous peer review, 04 Jun 2020
• Warwick Journal of Education, Anonymous peer review, 17 Apr 2020
• Educational Research, Anonymous peer review, 17 Apr 2020
• Transforming Teaching, Anonymous peer review, 16 Mar 2020
• Journal of Media Literacy Education, Anonymous peer review, 18 Oct 2019
• Sustainability, Anonymous peer review, 03 May 2019
• British Journal of Educational Technology, Anonymous peer review, 14 Jan 2019
• Reflective Practice, Anonymous peer review, 20 Jul 2018
• Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, Anonymous peer review, 20 Jul 2018
• British journal of educational technology, Anonymous peer review, 01 Jan 2017
• English in Education, Anonymous peer review, 05 May 2016
• Journalism and Education, Anonymous peer review, 08 Apr 2016
• Discourse, Context and Media, Anonymous peer review, 21 May 2015
• Social Semiotics, Anonymous peer review, 18 Sep 2014
• Art Design and Communication in Higher Education, Anonymous peer review, 19 Aug 2013
• International Journal of Learning and Media, Anonymous peer review, 06 May 2013
• Discourse, Anonymous peer review, 18 Feb 2013
• The Curriculum Journal, Anonymous peer review, 11 Feb 2013
• Journal of Media Literacy Education, Anonymous peer review, 14 Jan 2013
• International Journal of Research Methods in Education, Anonymous peer review, 10 Dec 2012
• Critical Social Studies, Anonymous peer review, 11 Sep 2012
• Journal of Children and Media, Anonymous peer review, 10 May 2012
• Children and Society: the international journal of childhood and children's services, Anonymous peer review, 15 Mar 2012
• Learning, Media and Technology, Anonymous peer review, 17 Feb 2011
• Games and Health, Anonymous peer review, 10 May 2010
• Digital Inclusion Policy & Research, Infocomics vs Infodemics: Comics for Data Literacy & Public Health , 13 Sep 2021, University of Liverpool (Zoom)
• BFI Media Teachers Conference, Media Theory Booster Shot , 01 Jul 2021, Virtual
• Media Education Summit, The Uses of Media Literacy , 01 Nov 2018, Hong Kong Baptist University
• Media Education Summit, Fake News vs Media Literacy , 01 Nov 2018, Hong Kong Baptist University
• Tolpuddle Radical Film Festival, Comrades and Curators , 13 Jul 2017, Tolpuddle
• Educacion Mediatica Y Competencia Digital, Inauguration / Opening Remarks for Media Education Summit strand , 15 Jun 2017, Campus Maria Zambrano de Segovia, Universidad de Valladrolid
• Educacion Mediatica Y Competencia Digital, Panel: Public Policies in Media and Information Literacy in Europe , 15 Jun 2017, Universidad de Valladolid, Segovia
• Media Education Summit, Doing Text , 04 Nov 2016, John Cabot University, Rome
• Media Education Summit, Digital Media, Education and Culture , 04 Nov 2016, John Cabot University, Rome
• OCR Media conference, Postmodern Media: Blackstar v Everything Else , 18 Mar 2016, London
• Media Education Summit 2015, Mediated Pedagogies (Roundtable) , 20 Nov 2015, Emerson College, Boston, MA
• Media Education Summit 2015, Slats, Slubb and Tablets , 20 Nov 2015, Emerson College, Boston, MA
• Media Education Summit 2015, Co-creating Media Literacies in the Secondary Curriculum: travels in double-think. , 20 Nov 2015, Emerson College, Boston, MA
• Media Education Summit 2015, Media Literacy Education in the Digital Age , 20 Nov 2015, Emerson College, Boston, MA
• Media Education Summit, Media Literacy, Education and (Civic) Capability: A Transferable Methodology , 20 Nov 2015, Goethe Institute, Prague
• United Kingdom Literacy Association conference, Digital Media Literacy and Education: Production, Civic Engagement and Pedagogy. , 03 Jul 2015, Nottingham University
• Teachers' Academy, Towards a Mirror: the learning and the work in a partnership of equals. , 06 May 2015, Tilburg, Netherlands
• Barthes 100, Barthes Mythologies Today (Panel Convenor) , 30 Mar 2015, Cardiff University
• Society for Research into Higher Education, Curating Knowledge Exchange: Let us Mess About! , 10 Dec 2014, Celtic Manor, Newport
• Media Education Association, Media Literacy, Education and Civic Capability: A Transferable Methodology , 28 Nov 2014, British Film Institute, London
• Media Education Summit, Bring your bric a brac to the theory shack: porous ethnography, media literacy, civics .... and Ken Loach , 20 Nov 2014, Goethe Institute, Prague
• Media Education Summit, Curating Media Learning: Towards a Porous Expertise , 05 Sep 2014, Sheffield Hallam University
• Teaching and Learning in Higher Education Disciplinary Approaches to Educational Enquiry., Enquiry into Learning and Teaching in Art and Creative Practice. , 06 Jun 2014, University of Birmingham
• MECCSA, Panel Convenor: Pedagogic Research in Media and Cultural Studies: Future Priorities , 09 Jan 2014, Bournemouth University
• MECCSA, Myth Today and Together: Theory Under Reconstruction , 09 Jan 2014, Bournemouth University
• CeDARE research conference, Crazy Forays: Towards Porous Expertise / Doing Text After the Subject , 19 Jun 2013, University of Wolverhampton
• OCR Media conference, Teaching Contemporary Media Issues , 15 Mar 2013, London
• International Conference of Education, Research and Innovation, Digital Transformations: Reading Games as (Authorless) Literature , 14 Nov 2012, Madrid, Spain
• Media Education Association: Media and Film Education Futures, Digital Transformations; Reading Games as (Authorless) Literature , 10 Nov 2012, British Film Institute, London
• Lisboa Doc 2012: Lisbon Documentary Festival, Social Ethnographic Documentary as a Pedogogic Tool , 11 Oct 2012, Lisbon, Portugal
• Media Education Summit, Digital Transformations: Reading Games as (Authorless) Literature , 07 Sep 2012, Bournemouth University
• Media Education Summit, It's Hard Not to be a Teacher Sometimes: Double Ethnography and Social Documentary , 07 Sep 2012, Bournemouth University
• Crossroads in Cultural Studies, Mythology Today and Together , 20 Jun 2012, Sorbonne Nouvelle, Paris
• Brussels Film Festival, Social Ethnographic Documentary as a Pedagogic Tool , 12 Jun 2012, Brussels, Belgium
• Discourse, Communication, Conversation, Mythology Today and Together , 15 Mar 2012, Loughborough University
• OCR Media conference, Theorising the Online Age , 09 Mar 2012, London
• Life Without Media, Teaching Media After the Media , 24 Jun 2011, Barcelona, Spain
• OCR Media conference, Critical Perspectives in Media , 11 Mar 2011, London
• Media Literacy Conference, After the Media , 11 Nov 2010, QE conference centre, Westminster
• Media Education Summit, What we learned from our students about media 2.0 , 03 Sep 2010, Birmingham City University
• OCR Media conference, Media and Collective Identity , 12 Mar 2010, London
• Big Issues in Immersive Worlds, Immersive Worlds: Realities of Virtual Experience , 10 Mar 2010, Coventry University
• Learning and Making conference, Creative and Media Education - Theory and Practice , 09 Oct 2009, Homerton College, Cambridge
• Media Education Summit, Wiring the Audience , 04 Sep 2009, Liverpool
• United Kingdom Literacy Association, Telling Stories Out of School , 17 Jul 2009, London
• OCR Media conference, Teaching Postmodern Media , 13 Mar 2009, London
• Future and Reality of Gaming, Just Gaming: On Being Differently Literate , 09 Oct 2008, University of Vienna
• Higher Education Academy ADM Subject Centre conference - The Challenge of New Media, Just Gaming - Our Future Students , 18 Sep 2008, University of West England
• Media Education Summit, Ragged Trousered Wikinomics: Back to the Future for Media Education , 05 Sep 2008, Bournemouth University
• National Conference on Obesity and Health, Could Videogames Help Reduce Childhood Obesity? , 12 Oct 2007, Manchester
• Media 21: Media Education Wales annual conference, Videogames as postmodern media , 21 Sep 2007, Cardiff
• Transforming Audiences, Videogames, Media Studies 2.0, Players, Students , 06 Sep 2007, University of Westminster
• British Educational Studies Association, Despite Ourselves: between Spirit and Passing On. , 08 Jun 2007, Bath Spa University
• Fifth international eportfolio conference, Finding the conditions of possibility for enquiry based online learning , 11 May 2007, Maastricht
• MECCSA, Medal of Honor: Threshold Text , 04 Jan 2007, Coventry University
• Media 20: Media Education Wales conference, Concepts for Consoles: Are Computer Games Transgressive , 22 Sep 2006, Cardiff
• International Conference on Imagination and Education, Computer Games Imagination, Learning, Discourse , 14 Sep 2006, Simon Fraser University
• British Film Institute Media Teachers Conference, Teaching Narrative , 07 Jun 2006, National Film Theatre, London
• British Education Studies Association, You'd Better Shape Up: Can Education Studies Speak Outside of Standards? , 17 Jun 2005, University College Chester
• British Film Institute Media Teachers Conference, Theory, Practice and Subject Identity: A Discourse Analysis , 08 Jun 2005, National Film Theatre, London
• British Film Institute Media Teachers' Conference, Children and Television: Supporting Student Research , 04 Jun 2003, National Film Theatre, London
• British Film Institute Media Teachers' Conference, Men's Health and Consumerism , 06 Jun 2001, National Film Theatre, London
• In the Picture conference, Teaching Audience Through 'My Name is Joe' , 11 Feb 1999, Cornerhouse Cinema, Manchester
• Media Education Wales conference, Teaching Popular Music , 12 Sep 1997, Cardiff
• Doing Media Literacy with a Theory of Change, Training. Meridian Trust

Qualifications

• PHD in Education (Birmingham University, 2004)
• MA in Critical Theory (Nottingham University, 2002)
• PGCE in English and Communications (University of Leicester, 1994)
• BA (Hons) in Communication Studies (Sheffield Polytechnic, 1990)
• Academic Book Award: Shortlisted (United Kingdom Literacy Association, 2018)
• Principal Fellow of the Higher Education Academy (PFHEA) (Higher Education Academy, 2016)
• Literacy Research Award; Shortlisted (Wiley / UKLA, 2015)

Social Media Links

• External Media & Press
• Broadcast Interviews
• Twitter, @JulianMcDougall

External Media and Press

• Debunked: the conspiracy claiming there has ‘been no Covid pandemic’, The I, 14 Jul 2020. https://inews.co.uk/news/coronavirus-anonymous-doctor-letter-conspiracy-theory-debunked-531068
• Tackle fake news by teaching media studies, says report, Times Education Supplement, 30 Jul 2019. https://www.tes.com/news/tackle-fake-news-teaching-media-studies-says-report
• The Pros and Cons of Studying a Part Time Masters, The Guardian, 12 Jan 2015. http://www.theguardian.com/education/2015/jan/12/the-pros-and-cons-of-studying-a-part-time-masters
• Media Studies argument "boring', BBC Radio 4 Today Programme, 17 Aug 2009. http://news.bbc.co.uk/today/hi/today/newsid_8204000/8204849.stm
• Media Studies: Time to Take it Seriously?, Times Educational Supplement, 15 Aug 2008. https://www.tes.com/article.aspx?storycode=6000944
• Research Highlights: Interview with Julian McDougall, Connections: Mobilising for Media Literacy. http://www.medialit.org/sites/default/files/connections/Media%20Literacy%20October%202019.pdf

Broadcast Interview

• Today Programme, Media Studies - Arguments over Academic Rigour, Humphries, J, 17 Aug 2009. http://news.bbc.co.uk/today/hi/today/newsid_8204000/8204849.stm
• Publications
• Outreach & Engagement
• Affiliations & Background
• Media, Social Media & Networking

Bournemouth University

Student Blog

Dissertation done.

Produced by Amy Potts

BSc (Hons) Archaeology

When writing your dissertation there is a surprising amount to remember to do:  spelling, grammar, references, not to mention the rest. And these can sometimes be the least of your worries. You are about to live and breathe this project for the next year. Which is actually terrifying (especially if you start talking to others and hear all about their awesome sounding projects. Just keep calm, everyone thinks everyone else’s project sounds really cool compared to theirs, it’s normal). But one of the worst parts (that can, in some cases, lead to you having a week to write everything)… writer’s block.

Most people experience writer’s block at one point or another. It is that feeling where you sit down, open the document, and can’t write. You stare and stare and honestly, despite trying everything, cannot put a single word on the page. At this point one sentence is an achievement. And it sucks.

So while I was working on my dissertation, I became a great believer in two pieces of writing advice.

“Don’t get it right, get it written”, by James Thurber.

“You can’t edit a blank page,” by Nora Roberts.

And with these two pieces of very sage advice in mind I went about and created my vomit draft.

And despite the rather unpleasant name, the vomit draft is an incredibly useful writing trick (at least it was for me). The vomit draft is my bad draft. Like really bad. I find that when I get stuck it is because I am not sure what I am supposed to do, and very afraid that I am going to do whatever I am supposed to very badly wrong.  So I write a vomit draft.

The vomit draft is supposed to be bad (vomit draft = vomiting words onto the page). And that, for me at least, lifts the writing block. Suddenly I’m no longer afraid, because it is supposed to be awful. I am throwing words on the page, with no consideration beyond getting the thoughts out of my head and onto the document. This draft has spelling mistakes littering the page like bottles after a party, grammar closer resembling an ancient dead language than English, and if I am honest half the time I have no idea what point I am even making.

And that is the point. Because the entire aim of the vomit draft is to create a first draft. After all, “you can’t edit a blank page.” (Disclaimer – the vomit draft will need lots of editing. Seriously.)

But, if I were to offer any points of wisdom for writing a dissertation? Start early, double check the entire handbook before you hand it in, and if you can find a topic that you love and gives you an excuse to do or try something you have always wanted to? Perfect.

By Amy Potts

Related Posts

• Amy’s revision tips April 15, 2016
• My favourite field trip memories July 18, 2016
• Jessica’s guided tour of Talbot Campus December 16, 2015
• Using my Product Design skills in the fashion world March 9, 2016

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Referencing: Referencing Guide

• Referencing Guide
• In-Text Citation
• Formatting the Bibliography
• Images & List of Figures
• Zotero Referencing Software

Your Bibliography or Reference List

Referencing is an essential part of academic writing. When you are involved in the research process, you will be engaging with other people’s work; their words, ideas, and arguments. Referencing is a standardised way of acknowledging the authors and sources you refer to in your assignments. 

All written work should include a Reference List or Bibliography.  All sources should be presented in alphabetical order by author surname, and correctly formatted in AUB Harvard style. This guide explains how to correctly format references for most sources you will use, with examples of completed references and corresponding citations.

Browse this guide to find the item you wish to reference, or view the drop-down to see these as a list:

• Print Sources
• Conference Paper
• Exhibition Catalogue
• Government / Industry Report
• Journal Article
• Newspaper / Magazine Article
• Religious Text

Thesis or Dissertation

• Zine or Artist Book
• Electronic Sources
• Artificial Intelligence
• Online Journal Article
• Online Newspaper / Magazine Article
• Social Media Post (Twitter, Instagram, TikTok)
• YouTube Video
• Audiovisual & Performance Sources
• Cinema or DVD
• Special Feature on DVD or Blu-Ray
• Film Streamed Online
• Musical Recording

Song Lyrics

• Theatrical Production
• TV & Radio Programme
• Other Sources
• Lecture Notes / Presentation
• Legal Cases and Laws
• Interview with Author
• Museum Artefact
• Private Email / Letter
• Translated Work

Books with a Single Author

A reference for a printed book should be made up of the following elements:

• Author’s Family Name, Initial(s).
• (Year of publication).
• Title of book .
• Edition if not the first.
• Place of publication:

Example: Robertson, M. (2021). Sustainability principles and practice . 3rd ed. London: Routledge.

Example in-text citation: (Robertson, 2021, p.105)

Books with Multiple Authors

If there are two authors , list them in the order they appear on the title page of the book. The same elements are required as for a single author.

Example: Krogerus, M. and Tschäppeler, R. (2023). The change book: Fifty models to explain how things happen . London: Profile Books.

Example in-text citation: (Krogerus and Tschäppeler, 2023, p.135)

Where three or more authors are responsible for a publication, give all of the authors names in the full reference. However, in the in-text citation, use the first author's family name followed by et al., which is short for the Latin “et alia” meaning “and others". The same elements are required as for a single author.

Example: Schlipf, F., Huberty, J. and Moorman, J.A. (2024). The practical handbook of library architecture: Creating building spaces that work . 2nd ed. London: Facet.

Example in-text citation: (Schlipf et al., 2024, p.35)

Book by an Organisation

References should consist of the following elements:

• Organisation's name.

Example: Phaidon (2022). Vitamin D3: Today’s best in contemporary drawing . London: Phaidon.

Example in-text citation: (Phaidon, 2022, p.96)

• (Year of eBook edition).
• Title of eBook
• Available from: Web Address
• [Accessed Date].

Examples: Cottrell, S. (2019). The study skills handbook [online]. 5th ed. London: Bloomsbury Academic. Available from: https://ebookcentral.proquest.com/lib/aib/reader.action?docID=6234945 [Accessed 20 November 2023]. or Carroll, L. (2008). Alice's adventures in Wonderland [online]. Project Gutenberg. Available from: http://www.gutenberg.org/ebooks/11 [Accessed 8 August 2023].

Example in-text citations: Where page numbers display, include them. Where they do not, use n.pag. meaning "no pagination". (Cottrell, 2019, p.205) or (Carroll, 2008, n.pag.)

Kindle or eBook Reader

• [Type of eBook reader eBook].
• Available from: Web address of eBook supplier
• [Accessed Date you first accessed the book].

Example: Smith, A. (2008). The wealth of nations [Kindle eBook]. Available from: http://www.amazon.co.uk [Accessed 30 October 2023].

Example in-text citation: Where page numbers display, include them. Where they do not, use n.pag. meaning "no pagination". (Smith, 2008, p.194) or (Smith, 2008, n.pag.)

Edited Books

• Editor’s Family Name, Initial(s).
• (ed.). (or eds. if more than one editor)

Example: Jeffreys, T. (ed.) (2024). Walking . London: Whitechapel Gallery.

Example in-text citation: (Jeffreys, 2024)

Chapter of an Edited Book

• Chapter title.
• Page range of chapter.

Example: Spare, A.O. (2021). Sigils: Belief with protection. In Sutcliffe, J. (ed.). Magic . London: Whitechapel Gallery. pp. 77–79.

Example in-text citation: (Spare, 2021, p.78)

Journal Articles in Print

References for articles in printed journals should be made up of the following elements:

• Title of article.
• Title of journal .
• Volume and Issue number.
• Page range of article.

Example References: Steinfeld, K. (2024). Machine hands on flaws to machine: The surprising sources of biases in machine learning models. Architectural Design . Vol. 94 No. 3. pp. 102–109. or Englert Corrêa Meyer, G. and Navarro Rache, C. (2024). Experimental design atmospheres. Design and Culture . Vol. 16 No. 2. pp. 173–189.

Example Citations: (Steinfeld, 2024, p.102) or (Englert Corrêa Meyer and Navarro Rache, 2024, p.175)

Journal Articles in Online Databases

Electronic journals may have a Digital Object Identifier (DOI) and/or a web address. Either can be used to say where the article is available from, but the DOI is preferred where available. References should be made up of the following elements:

• Page range of article (if applicable)
• DOI or Available from: Web Address.

Example References: Phillips, J., Walford, N., Hockey, A. and Sparks, L. (2021). Older people, town centres and the revival of the ‘high street’. Planning Theory & Practice . Vol. 22 No. 1. pp. 11–26 [online]. https://doi.org/10.1080/14649357.2021.1875030. or Tomić-Vajagić, T. (2024). Instruments of embodiment: Costuming in contemporary dance. Fashion Theory: The Journal of Dress, Body & Culture . Vol. 28 No. 1. pp. 143–146. Available from: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=asu&AN=177477745&authtype=shib&custid=s4501996.

Example Citations: (Phillips et al., 2021, p.11) or (Tomić-Vajagić, 2024, p.143)

Newspaper Articles in Print

References for articles in printed newspapers should be made up of the following elements:

• Author’s Family Name, Initial(s).
• Title of newspaper.
• Day and Month.
• Page numbers.

Example Reference: Younge, G. (2003). Civil rights kitchen serves last supper. The Guardian. 4 August. p.12.

Example Citation: (Younge, 2003, p.12)

Magazine Articles in Print

References for articles in printed magazines should be made up of the following elements:

• Title of magazine.
• Volume and Issue Number. (if available)
• Date and/or Month.

Example References: Ashworth, M. (2010). Hidden posters on the London Underground. Creative Review . Vol.30 No.10. October. pp.1-19. or Meisel, S. (2016). Girls & boys. Vogue Italia. No.785. January. pp.139-145.

Example Citations: (Ashworth, 2010, p.2) or (Meisel, 2016, p.139)

Online Newspaper Articles

References for articles on newspaper websites should be made up of the following elements:

• Day and Month

Example Reference: Sanders, J. (2019). A Black legacy, wrapped up in fur. The New York Times . 31 January [online]. Available from: https://www.nytimes.com/2019/01/31/style/fur-black-women-history.html [Accessed 22 June 2023].

Example Citation: (Sanders, 2019)

Online Magazine Articles

References for articles in online magazines should be made up of the following elements:

• Title of newspaper

Example Reference: Baines, J. (2019). Welcome to response and responsibility, a look at creativity and climate change. It's Nice That Magazine [online]. Available from: https://www.itsnicethat.com/features/response-and-responsibility-introduction-miscellaneous-260619 [Accessed 8 November 2023].

Example Citation: (Baines, 2019)

Artworks in Exhibitions

When referencing an artwork viewed as part of an exhibition, use the following elements:

• Artist's Family Name, Initial(s).
• (Year of exhibition).
• Title of the work, year the work was produced
• [artwork type or exhibition].
• 'Name of the exhibition'. (if appropriate)
• Place of exhibition:
• Museum, gallery or exhibiting institution.
• Exhibition dates.

Example References: Batchelor, D. (2004). Drawings (Dollies), 1998. [painting]. 'Shiny Dirty exhibition'. Birmingham: Ikon Gallery. 4 February–28 March 2004. or Bompas and Parr (2013). The waft that woos, 2012. [installation]. Stratford-upon-Avon: Royal Shakespeare Theatre. 6 October 2012–7 April 2013.

Example Citations: (Batchelor, 2004) or (Bompas and Parr, 2013)

Museum or Gallery Exhibitions

When referencing an exhibition you have visited, use the following elements:

• Artist's Family Name, Initial(s). (Where there is no author/artist, use the name of the gallery)
• Name of the exhibition
• [exhibition].

Example References: National Portrait Gallery. (2012). Marilyn Monroe: a British love affair [exhibition]. London: National Portrait Gallery. 29 September 2012–24 March 2013. or Dion, M. (2018). Theatre of the Natural World [exhibition]. London: Whitechapel Gallery. 14 February–13 May 2018.

Example Citations: (National Portrait Gallery, 2012) or (Dion, 2018)

Exhibition Catalogues

• Author or Artist’s Family Name, Initial(s). (Where there is no author/artist, use the name of the gallery)
• (Year of publication)
• Title of catalogue .
• Place of publication/gallery:
• Publisher/Gallery Name.

Example Reference: Gallaccio, A. (2003). Anya Gallaccio . Birmingham: Ikon Gallery.

Example Citation: (Gallaccio, 2003, p.36)

Zines or Artists' Books in Library or Archive Collections

References for zines or artists' books accessed via library or archive collections should be made up of the following elements:

• Artist's Family Name, Initial(s) or Pseudonym.
• Title of zine or artist's book
• [zine] or [artist's book].
• Volume or issue number. (if applicable)
• Publisher. (if known)
• Location of collection:
• Name of collection.

Example References: Green, L. (2014). Foxy feb zine [zine]. Bournemouth: AUB Library Special Collections. or myeyeisonfire. (2008). The roar. [zine]. No.3. Bournemouth: AUB Library Special Collections.

Example Citations: (Green, 2014) or (myeyeisonfire, 2008)

Zines or Artists' Books Accessed Online

References for zines accessed online should be made up of the following elements:

• Name of online collection. (if applicable)

Example Reference: Cercone, K. (2004). Ms. Direction. [zine]. No.7. QZAP Zine Archive. Available from: https://archive.qzap.org/index.php/Detail/Object/Show/object_id/359 [Accessed 15 July 2023].

Example Citation: (Cercone, 2004)

Museum Artefacts

References for museum artefacts viewed in person should be made up of the following elements:

• Creator's Family Name, Initial(s).
• (Year of creation).
• Title or description of artefact
• [material type].
• Museum, gallery or holding institution.
• Identifier. (if applicable)

Enter the year(s) as displayed on the artefact's label/description. Use "ca." before approximate dates. For items with no known originator/creator, start your reference with the title or description of the object.

Example References: Westwood, V. (1991). Cut, Slash & Pull Dress [cotton voile dress]. London: V&A Museum. T.187:1 to 3-1991. or Mr Potato Head figure. (ca.1970-1990). [plastic toy]. Bournemouth: Museum of Design in Plastics. AIBDC:004826.

Example Citations: (Westwood, 1991) or (Mr Potato Head figure, ca.1970-1990)

Museum Artefacts in Digital Collections

References for museum artefacts viewed online should be made up of the following elements:

Example Reference: Belling, R. (1923). Sculpture 23 [brass]. New York: MoMA. Available from: https://www.moma.org/collection/works/81202 [Accessed 11 September 2023].

Example Citation: (Belling, 1923)

Lecture Notes

Use this format for notes you have taken during lectures. References should consist of the following elements:

• Lecturer's Family Name, Initial(s).
• (Year of lecture).
• Title of lecture .
• Course Title.
• Institute name.

Example Reference: Jones, A. (2014). Interpretation of text. BA Illustration. Arts University Bournemouth. 27 February.

Example Citation: (Jones, 2014)

Lecture Presentations

Use this format if referring directly to content in the lecture PowerPoint / presentation. References should consist of the following elements:

• Title of presentation
• [Format of presentation].

Example Reference: Peacock, C. (2024). A library is.... [PowerPoint presentation]. BA Interior Architecture and Design. Arts University Bournemouth. Available from: https://canvas.aub.ac.uk/courses/1072/pages/week-01-brief-launch-and-group-research [Accessed 5 July 2024].

Example Citation: (Albin, 2016)

• Author's Family Name, Initial(s).
• (Year of thesis)
• Title of thesis .
• Type of thesis.
• Institution to which thesis submitted.

Example References: Favilla, A.L. (2004). Images of the virtual: rethinking photography in the age of biotechnologies. PhD Thesis. University of London. or West, N. (2001). Costume in the late 20th century 'out-of- time' films of Shakespeare's plays: forms and functions. MA Dissertation. Nottingham Trent University

Example Citations: (Favilla, 2004, p.155) or (West, 2001, p.302)

Published Conference Proceedings

• Title of paper.
• Editor's Family Name, Initial(s). (ed.) (if applicable)
• Title of conference/proceedings .
• Page number(s) of paper.

Example Reference: Lieberman, O. and Altés Arlandis, A. (2013). Interventions, durations, effects: Architecting the city and the world. In Verbeke, J. and Pak, B. (eds.) Knowing (by) designing . Ghent/Brussels: Sint-Lucas School of Architecture and KU Leuven. pp. 614-621.

Example Citation: (Lieberman and Altés Arlandis, 2013, p.619)

Unpublished Conference Papers

• Title of paper .
• Title of conference,
• Date(s) of conference,
• Location of conference.

Example Reference: Lieberman, O. (2002). Interdisciplinarity to transdisciplinarity: Rethinking the boundary in architectural learning . Shared Visions Conference, 1-3 September 2002, Brighton.

Example Citation: (Lieberman, 2002)

Interviews in Person

• Interviewee's Family Name, Initial(s)
• (Year of interview).
• Interviewee's job title/position. (if appropriate)
• Interview with author.

Example Reference: Green, V. (2017). Organic Farming Policy Officer. Interview with author. 7 September.

Example Citation: (Green, 2017)

Interviews on the Telephone or Video Chat

• Telephone/Video call with author.

Example Reference: Longbridge, J. (2011). Opera South Public Relations Officer. Telephone call with author. 5 May.

Example Citation: (Longbridge, 2011)

Email Correspondence

• Sender's Family Name, Initial(s)
• (Year of email).
• Email to author.

Example Reference: Smith, J. (2018). Email to author. 5 May.

Example Citation: (Smith, 2018)

• (Year letter sent).
• Sender's job title/position. (if appropriate)
• Letter to author.

Example Reference: Beare, P. (2002). Deputy Head TAW Elementary School. Letter to author. 17 January.

Example Citation: (Beare, 2002)

• Author's Family Name, Initial(s)
• Year of publication (in brackets)
• Title of web page (in italics)

Check the guidance for online journals, newspapers and magazines, as these are treated differently.

Example Reference: Duchamp, M. (1957). The Creative Act [online]. Available from: http://radicalart.info/things/readymade/duchamp/text.html [Accessed 12 August 2023].

Example Citation: (Duchamp, 1957)

Web Pages with no Author

It can sometimes be difficult to ascertain the author of a website. If you can't find an individual name use the name of the organisation or company to whom the website belongs.

Example Reference: Fashion Studies Alliance. (2018). Our Manifesto [online]. Available from: https://www.fashionstudiesalliance.org/manifesto [Accessed 10 July 2023].

Example Citation: (Fashion Studies Alliance, 2018)

Web Pages with no Publication Date

It can often be difficult to find out when online material was published. If there is a last updated date, or a date next to the copyright symbol at the bottom of the page, use this. If there is no indication of date at all, no date (n.d.) should be put in brackets after the name in place of the year.

Example Reference: National Museum Wales (n.d.). The process – from fleece to fabric [online]. Available from: http://www.museumwales.ac.uk/en/wool/the-process/ [Accessed 10 August 2023].

Example Citation: (National Museum of Wales, n.d.)

Social Media Posts (e.g. X (formerly Twitter), Instagram, TikTok)

• Author's Family Name, Initial(s) or screen-name where this is not known
• Year of post (in brackets)
• Title or excerpt of post
• Title of platform (in italics)
• Day and Month of Post
• [Accessed Date]

Example References: Navarro, J. (2012). Tactical haptics. Twitter [online]. 11 January. Available from: https://twitter.com/TacticalHaptics/status/1134479250113699840 [Accessed 26 July 2023]. or Diet Prada. (2023). Phoebe Philo's Eponymous Brand to Debut in September. Instagram [online]. 9 February. Available from: https://www.instagram.com/p/CocremmOFi2/ [Accessed 1 June 2023]. or inspiredaub. (2022). Freshers' Fit Check. TikTok [online]. 3 November. Available from: https://www.tiktok.com/@inspiredaub/video/7169164235044424965?lang=en [Accessed 8 January 2023].

Example Citations: (Navarro, 2012) or (Diet Prada, 2023) or (inspiredaub, 2022)

• Title of blog entry
• Title of blog (in italics)

Example Reference: Lau, S. (2018). Dark Disney. Style Bubble [online]. 22 June. Available from: http://stylebubble.co.uk/style_bubble/2018/06/dark-disney.html [Accessed 26 October 2023].

Example Citation: (Lau, 2018)

• Title of Podcast
• Title of episode (in italics)

Example Reference: 99% Invisible. (2018). Post-Narco Urbanism [online]. Available from: https://99percentinvisible.org/episode/post-narco-urbanism/ [Accessed 19 October 2023].

Example Citation: (99% Invisible, 2018)

Mobile App Content

• Originator or Author
• Year (in brackets) or accessed year if this is not available
• Title of app content
• Title of app (in italics)
• [mobile app]

Example Reference: BBC. (2013). Major changes to A-levels planned. BBC News. [mobile app]. [Accessed 23 January 2023]

Example Citation: (BBC, 2013)

PDF (Portable Document Format) is a file format used to present text and images. PDFs may contain any kind of written information, and therefore you must identify what type of source you have, and follow the guidance for that source type given elsewhere on this guide, in order to correctly reference it.

For example, in academic publishing, it is common to encounter journal articles and conference papers as PDF files. You may also often access eBooks, government and industry reports or theses and dissertations as PDFs. These are all referenced differently.

It is not possible to give an exhaustive list of all types of sources that may be distributed in a PDF format, and you must use your best judgement to ascertain what type of source you have found before you can reference it.

Considerations when Referencing AI Outputs

Like any other kind of third-party material, for AI generated work to be used legitimately in university work, it must be properly referenced.

Because AI outputs are different from other forms of 'published' material, referencing AI presents particular challenges:

• AI-generated material can theoretically be produced in any format, including text, imagery, video, sound, animation or any other outputs.
• AI-generated material is often dynamic content that cannot always be recovered by other researchers at a later date. Where this is the case, it is not appropriate to reference this material like other forms of online content, unless it can be recovered by following the link given in the reference.

With this in mind, we typically recommend handling visual and textual material generated by AI tools differently from other forms of referencing.

AI-Generated Text (Recoverable)

Some AI tools, such as Chat GPT-4, have an option for users to generate a link that allows others to access and view the generated output. Where this is available, you may reference the AI-generated text as follows:

• Name of AI developer. (or tool/platform where this is unavailable)
• (Year work was generated).
• 'First line of text prompt' prompt (in italics).
• [generative AI].
• Name of tool/platform. (if different from above)
• Available from: Web address of output.
• [Accessed Date generated].

Example Reference: OpenAI. (2024). 'Describe the significance of religion in the cinema of Andrei Tarkovsky' prompt. [generative AI]. Chat-GPT 4. Available from: https://chatgpt.com/share/c9f0df01-7048-424c-82a9-80ad55b9c0b9. [Accessed 02/07/2024].

Example Citation: (OpenAI, 2024)  

AI-Generated Text (Unrecoverable)

Where AI-generated text cannot be linked back to, you should treat this information like other forms of unpublished primary source research data (e.g. questionnaire data, interview transcripts).

The full text output and initial prompt should be recorded (such as in a screenshot), and reproduced in the appendix of the essay or dissertation. The full text prompt can then be referred to and cited in-text. For example:

(OpenAI, 2023. See Appendix A for full transcript).

Include the full text output in the Appendix, alongside details of the tool used to generate the response. For example:

For non-essay submissions that do not include a formal appendix (e.g. sketchbooks, process books), the copy text output should be included in an appropriate place elsewhere in your work.

Further Information

We urge caution in referencing text-based generative AI (such as ChatGPT) because:

• The full text output cannot always be recovered or checked, depending on the tool
• The current generation of generative AI do not cite the original sources of the information in their output. Citing the use of an AI, like a chatbot, is therefore not the same as citing the source for a piece of information.
• When asked to provide references for their information, these tools frequently point to unrelated material or invent fictitious references, so these outputs cannot be viewed as authoritative and referenced without caveat.

Please note: We may find we need to update or amend this advice as these tools become more advanced or functionality changes.

Referencing AI Generated Images

Please refer to the page on Images and List of Figures for information about including images generated using AI tools, such as Midjourney and DALL·E, in your academic work.

Films Viewed at the Cinema or on Home Video

Use this format for films viewed at the cinema, or on DVD, Blu-Ray or other similar mediums for video material. References should consist of the following elements:

• Director's Family Name, Initial(s)
• Year of film release (in brackets)
• Title (in italics)
• [Type of medium from which it was viewed]
• Place of production
• Production organisation (the main company if there are multiple)

Example References: Aster, A. (2019). Midsommar. [Film]. New York: A24 Films. or Burton, T. (1988). Beetlejuice. [DVD]. London: Warner Home Video. or Allen, W. (1986). Hannah and her Sisters. [VHS]. Beverly Hills: MGM Home Entertainment.

Example Citations: (Aster, 2019) or (Burton, 1988) or (Allen, 1986)

Films Viewed Online

Use this format for films viewed online, through streaming services like Netflix or Box of Broadcasts (BoB). References should consist of the following elements:

• Production organisation (if known)

Example References: Hitchcock, A. (1963). The Birds. [Film]. Universal Pictures. Available from: http://bobnational.net/record/136908 [Accessed 16 November 2023]. or Cuaron, A. (2018). Roma. [Film]. Netflix. Available from: https://www.netflix.com/gb/title/80240715 [Accessed 25 November 2023].

Example Citations: (Hitchcock, 1963) or (Cuaron, 2018)

Special Features on DVD or Blu-Ray

Special features are any additional audio, visual or interactive media that exist beyond the original version of a film on a DVD or Blu-Ray, such as director's commentary. References should consist of the following elements:

• Creator's Family Name, Initial(s)
• Title of special feature
• Film Title (in italics)

Example References: Giacchino, A. (1999). The Giant's Dream: The Making of the Iron Giant. In: Bird, B. (Dir.) The Iron Giant. [DVD]. Burbank: Warner Bros. Films. Or Fincher, D., Pitt, B. and Freeman, M. (1995). Audio Commentary. In: Fincher, D. (Dir.) Se7en. [Blu-Ray]. Burbank: Warner Bros. Films.

Example Citations: (Giacchino, 1999) or (Fincher, Pitt and Freeman, 1995)

YouTube and other Video-Sharing Website Videos

Use this format for videos uploaded to YouTube, Vimeo and similar online video-sharing services. References should consist of the following elements:

• Screen-name
• Year uploaded (in brackets)
• Video title

For feature films that have been uploaded to these services, follow the formatting for Films Streamed Online.

Example References: Ninecreative. (2008). Esquire e-ink cover. YouTube [online]. Available from: http://uk.youtube.com/watch?v=KMb9tZ1TP8Q [Accessed 10 September 2023]. or Storm the Castle. (2019). A Little Film About...Matt Saunders. Vimeo [online]. Available from: https://vimeo.com/311628741 [Accessed 15 August 2023].

Example Citations: (Ninecreative, 2008) or (Storm the Castle, 2019)

Video Games

Use this format for video games on all platforms, including mobile games. References should consist of the following elements:

• Title of game (in italics)
• Edition of version (in brackets) (if applicable)
• Year (in brackets)
• Place of publication

Example References: Fallout 4. (2015). PS4. [game]. Rockville, MD: Bethesda Softworks. or Monument Valley 2. (2017). iOS. [game]. London: Ustwo Games

Example Citations: (Fallout 4, 2015) or (Monument Valley 2, 2017)

TV Episodes

Use this format for individual television episodes watched on live television, on catch-up and on streaming services like iPlayer or Box of Broadcasts (BoB). References should consist of the following elements:

• Series title (if appropriate) (in italics)
• Episode number (if appropriate)
• Episode title (in italics)
• Day and Month of Broadcast

If viewed online, also include the following:

Example References: Friends. The One Where Phoebe Runs. (2003). E4. [Television]. 8 August. or A Stitch in Time. Episode 5. (2018). BBC4. [Television]. 31 January. Available from: https://learningonscreen.ac.uk/ondemand/index.php/prog/1091ADD3?bcast=126021038 [Accessed 14 August 2023].

Example Citations: (Friends, The One Where Phoebe Runs, 2003) or (A Stitch in Time, Episode 5, 2018)

Use this format for a full series, available on DVD or online, rather than individual episodes. References should consist of the following elements:

• Series title (in italics)
• Series creator's Family Name, Initial(s)

Example References: Scrubs. (2001). Lawrence, B. [DVD]. Burbank: Warner Bros. Television. or The West Wing. (1999). Sorkin, A. [Television]. Hollywood: NBC Studios.

Example Citations: (Scrubs, 2001) or (The West Wing, 1999)

Production of a Play

• Playwright's Family Name, Initial(s)
• Year of performance (in brackets)
• Directed by name
• Performance company
• Performance venue
• Location of performance
• [Date performance viewed]

Example Reference: Shakespeare, W. (2008). Hamlet. Directed by Gregory Doran. Royal Shakespeare Company. The Courtyard Theatre, Stratford-upon-Avon. [24 July 2008]

Example Citation: (Shakespeare, 2008)

Dance Productions

• Choreographer's Family Name, Initial(s)
• Directed by name (if appropriate)

Example Reference: Bourne, M. (2019). Matthew Bourne's Swan Lake. New Adventures. Mayflower Theatre, Southampton. [19 February 2019]

Example Citation: (Bourne, 2019)

Musical Recordings

• Recording Artist's Family Name, Initial(s)
• Composed by name (if appropriate)
• Place of production (if known):
• Producing organisation

Example References: The Cure. (1992). Wish. [compact disc]. London: Fiction Records or Beyoncé. (2016). Lemonade. [mp3]. New York: Parkwood Entertainment.

Example Citation: (The Cure, 1992) or (Beyoncé, 2016)

• Songwriter's Family Name, Initial(s)
• Song title (in italics)
• Place of distribution (if known):
• Distribution company or label

If found online, also include the following:

Example References: Taupin, B. (1973). Candle in the wind. [lyrics]. MCA Records. or Bowie, D. (1971). Life on Mars? [lyrics]. Available from: http://www.azlyrics.com/lyrics/davidbowie/lifeonmars.html [Accessed 14 October 2023].

Example Citation: (Taupin, 1973) or (Bowie, 1971)

• Title of publication (in italics)

Example Reference: Ashman, H. (1982). Little shop of horrors. [libretto]. London: Josef Weinberger.

Example Citation: (Ashman, 1982)

Theatre Programmes, Prompt Books, etc.

• Theatre group/performer
• Title of performance (in italics)
• Date of performance
• Type of material e.g. programme/prompt book
• Location of venue

Example Reference: The Royal Shakespeare Company. (1993). William Shakespeare's The Tempest , 12 May 1993, programme, The Swan: Stratford-upon-Avon.

Example Citation: (Royal Shakespeare Company, 1993)

Acts of Parliament

• Title of the Act and Year (in italics)
• Chapter number of the Act; abbreviated to ‘c. (in brackets)

Example References: The Health and Safety at Work etc. Act 1974. (c.37). London: HMSO. or Disability Discrimination Act 1995. (c.50). London: The Stationary Office.

Example Citations: (The Health and Safety at Work etc. Act 1974) or (Disability Discrimination Act 1995)

UK Case Law

• Parties in the case (in italics)
• Abbreviation of law report page

Example References: Monroe v Hopkins. (2017). EWHC 433 (QB). or Leigh & Sullivan Ltd v Aliakmon Shipping Co Ltd. (1986). AC 785 (HL).

Example Citations: (Monroe v Hopkins, 2017) or (Leigh & Sullivan v Aliakmon Shipping Co Ltd, 1986)

• Name of applicant
• Title of patent (in italics)
• Series designation which may include full date

Example Reference: Philip Morris Inc. (1981). Optical perforating apparatus and system. European patent application 0021165 A1. 1981-01-07.

Example Citation: (Philip Morris Inc., 1981)

Reports from Government / Industry, etc.

• Title of report (in italics)
• Place of publication: (if available)

If accessed online, also include the following:

Example References: Mowlam, A. (2012). Active at 60: local evaluation research: final report. London: Department for Work and Pensions. or Fisher, A. (2018). Improving diversity in beauty. London: Mintel [online]. Available from: http://academic.mintel.com/display/878891/ [Accessed 31 August 2023].

Example Citations: (Mowlam, 2012, p.13) or (Fisher, 2018)

Works by an Author with a Named Translator

List the author of the work before the translator - for the in text citation, use the author’s name and the date. References should consist of the following elements:

• Author’s Family Name, Initial(s)
• Translator’s Family Name, Initial(s)
• Title of book (in italics)

Example Reference: Ibsen, H. and McFarlene, J. (trans). (1981). Four major plays. London: Methuen.

Example Citation: (Ibsen, 1981, p.125)

Your Own Translations

If you reference a source written in a language other than English in your reference list then you can either write the title in the original language, or an English translation with the language acknowledged. You will need to decide which you prefer and then use it consistently, for example:

If you reference a source written in a language with a non-roman alphabet, e.g. Arabic, Chinese, Russian, etc. you will need to use a standard transliteration scheme to write the title in your reference list. For example:

Follow the referencing guidance for the type of media you have translated from - e.g. book, journal article, website, etc.

A PDF version of this guide is available here: Referencing PDF

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• Last Updated: Aug 5, 2024 8:48 AM
• URL: https://aub-uk.libguides.com/referencing