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IASC (Institutional Archive of Scholarly Content) is an open access repository designed to store, archive and disseminate the work of Hibernia College faculty, staff and students. It includes peer-reviewed publications, conference papers, research reports, presentations and examples of exemplary student work. 

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HECA Research Conference 2023: Sharing an Open Research Landscape

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Hibernia College Referencing Guide

Introduction ...... 7 Purpose of this guide ...... 7 About this guide ...... 7 Plagiarism ...... 7 Examples of plagiarism ...... 7 Plagiarism – key points ...... 8 Definitions ...... 9 In-text citation ...... 9 Reference list ...... 9 What do I not need to reference? ...... 9 Bibliography ...... 10 Artistic materials and performances ...... 10 Concerts ...... 10 Classical...... 10 Groups or bands ...... 10 Dance ...... 10 Line of a poem from an anthology ...... 10 Liner notes ...... 11 Musical scores ...... 11 Plays ...... 11 Lines from a play ...... 12 Song lyrics ...... 12 Author citing another author’s work ...... 12 Books and e-books ...... 13 Book with one author ...... 13 Book with three authors or fewer ...... 13 Book with more than three authors...... 13 Book with an editor...... 13 Chapters or excerpts from edited books ...... 14 Illustrations, diagrams or tables from a book ...... 14 Multiple works in the same year by the same author ...... 14 Multi-volume works ...... 15 Specific volume of a work ...... 15 Book with no author ...... 15

© 2017 Hibernia College

Types of books ...... 15 Bibliographies ...... 15 Collected works (anthologies) ...... 16 Reference books ...... 16 Reprinted books ...... 16 Religious books ...... 16 Translated books ...... 17 Electronic sources ...... 17 E-books ...... 17 E-journal articles from library collections like EBSCO ...... 17 Journal articles from the Internet (e-journals) ...... 18 Open access journal articles (e-journals) ...... 18 Web pages ...... 18 Web pages with an author ...... 18 Web pages from an organisation ...... 19 Web pages without an author ...... 19 Webinars ...... 19 Wikis ...... 19 Ephemera ...... 20 Exhibition catalogues ...... 20 Leaflets ...... 20 Pamphlets ...... 20 Postcards ...... 21 Posters ...... 21 Exhibition poster ...... 21 Government and legal information ...... 21 Irish court cases ...... 21 Irish Acts (also called statutes) ...... 22 Section of an Act ...... 22 Irish statutory instruments ...... 22 UK Bills (House of Commons or House of Lords) ...... 22 Command papers including Green and White Papers ...... 22 UK and Irish Departmental publications ...... 23 Online example ...... 23

UK House of Commons and House of Lords Papers ...... 23 UK statutes (Acts of Parliament) ...... 24 UK Statutory Instruments ...... 25 Historical and genealogical sources ...... 25 Atlases ...... 25 Birth, marriage or death certificates ...... 25 Census returns ...... 25 Online example ...... 26 Collection of manuscripts ...... 26 Maps ...... 26 Printed ...... 26 Online example ...... 26 Microfiche and microfilm resources ...... 27 Photographs ...... 27 Online example ...... 27 Historical collections online ...... 27 Group methods of communication ...... 28 Blogs ...... 28 Full conference proceedings ...... 28 Individual conference proceedings ...... 28 Personal communications ...... 29 Minutes of meetings ...... 29 Author identified ...... 29 Group name ...... 30 RSS feeds ...... 30 Social networking sites (for example, Facebook, LinkedIn, Bebo, Twitter) ...... 30 Journals and theses ...... 30 Journal articles ...... 30 Print journal and e-journal articles ...... 30 Theses ...... 30 Printed theses ...... 30 Theses available on the Internet ...... 31 Unpublished theses ...... 31 Media communications ...... 31

Advertisements ...... 31 Interviews ...... 32 Interview available on the Internet ...... 32 Newspaper interview ...... 32 Television interview ...... 32 Newspaper articles...... 32 Articles from Internet newspapers ...... 32 Journal or newspaper articles from CD-ROM databases ...... 33 Printed newspapers ...... 33 Article with an author ...... 33 Article without an identified author ...... 33 Press releases or statements ...... 33 Online example ...... 34 Reviews ...... 34 Book reviews ...... 34 Drama reviews ...... 34 Magazine reviews ...... 34 Internet reviews ...... 34 Reviews of musical performances ...... 35 Multimedia resources ...... 35 Cartoons ...... 35 CD-ROMs or DVD-ROMs ...... 35 Computer programs ...... 35 Films or movies...... 36 Films or movies ...... 36 Films on DVDs ...... 36 Director commentaries on DVDs ...... 36 Films on video cassettes ...... 37 Films on YouTube ...... 37 Internet download (audio or video format) ...... 37 Music or audio books ...... 37 Phonecasts ...... 38 Podcasts ...... 38 Radio ...... 38

Radio programmes ...... 38 Online example ...... 38 Television ...... 39 Episodes ...... 39 Television programmes ...... 39 DVD format for television programmes ...... 39 TV programme on the Internet ...... 39 Videocasts ...... 40 Quotations ...... 40 Short quotations (20-25 words) ...... 40 Longer quotations (more than 25 words)...... 40 Reports and publications – companies, organisations and institutions ...... 41 Curriculum documents ( Ireland ) ...... 41 European Union publications ...... 42 International organisations’ publications ...... 42 Online example ...... 42 Reports ...... 42 Company annual reports ...... 42 Financial reports ...... 43 Market research reports ...... 43 Research reports ...... 43 Scientific and technical information ...... 43 British standards ...... 43 Online example ...... 43 Graphs ...... 44 VLE/Course materials ...... 44 Author or tutor notes/presentations ...... 44 Discussion groups, forums or message/bulletin boards...... 44 FAQs ...... 45 Reference list ...... 47

Introduction Since the invention of printing in the fifteenth century and the beginning of mass publication, authors have sought recognition for their works. This manifested itself, for example, in the form of the first copyright act in the world, Statute of Anne in 1710. The origins of referencing, according to Grafton (1999), can be traced back to Roman jurists concerning ‘legal treatises'. Although like the issue of copyright, referencing, in some format, started to become necessary, especially after the fifteenth century. There is a basic guide to copyright for students available on the main library page in MyHELMS.

Purpose of this guide The purpose of this guide is to explain and illustrate the Harvard referencing system as used by Hibernia College. The guide aims to ensure that faculty and students are aware of the correct method of referencing all kinds of materials for the purposes of their research and writing. Proper and consistent referencing is an important tool for avoiding plagiarism.

There are several different types of referencing systems available, each with their own variations. In relation to punctuation, even within the Harvard system, there are slight variations used by different educational institutions – hence the need for a comprehensive guide that illustrates the style used by Hibernia College.

Referencing and bibliographic software management options are now increasingly available to students – in many cases, on a subscription basis. There are some useful free software options available also, namely Zotero, Mendelay and EndNote. Further information is provided in the Academic Writing Toolkit, which is available on MyHELMS. However, it is still the responsibility of students to ensure that if they use any of these tools, the finished bibliography conforms to the College’s standards.

About this guide The guide begins by defining the principal terms that students need to understand when referencing.

The examples in this guide have been chosen for their relevance to the students of Hibernia College. For the most part, they are working examples taken from reading lists, the online library resources or from other recommended online sources.

Each example is laid out as follows:

• Full citation order • Reference list example (based on the above order) • In-text citation example

Examples of plagiarism The Cambridge advanced learner’s dictionary (2010) defines the verb ‘plagiarise’ as ‘to use another person’s idea or a part of their work and pretend that it is your own’. If you use anything that is authored by somebody else, you must acknowledge this fully. This, at its most basic, means direct quotes (words, sentences or paragraphs) taken from a piece of

work, regardless of whether they are in print format or have been taken from a source on the Internet. However, it also applies to illustrations like images, diagrams, graphs and statistical data and facts.

The next less obvious form of plagiarism is if you change some words around in an extract, perhaps add some words yourself but still maintain the basic sentence structure of the original work. Similar to this, would be summarising a piece of work and not crediting the original author(s). This links in with the concept of ‘paraphrasing’ – when ‘you express someone else’s writing in your own words, usually to achieve greater clarity’ (Pears, 2010, p.16). Pears acknowledges that this is a very useful skill for students to acquire because it allows them great control over their individual style of writing and helps to incorporate the material being used into their argument more effectively, often strengthening it.

Most literature on this concept emphasises the importance of not leaving out anything that you read, use or refer to for the purposes of your writing. However, another example of plagiarism is to include a reference to something that you have not consulted or used, during the course of your research, reading and writing. Similarly, beware of self-plagiarising. If you have written a piece of work in the past and you use this material in another piece of work, acknowledge this fact.

Plagiarism is regarded as undermining academic integrity and, as such, is extremely serious. Always bear in mind the amount of work you put into researching, reading, preparing, drafting and writing a piece of work and now imagine how you would feel if somebody took it and tried to pass it off as their own.

With the increasing availability of material on the Internet, plagiarism has become an even bigger issue. There are several software packages available to combat the problem and Hibernia College uses Turnitin. It is the responsibility of students to ensure that all materials they use, in whatever format, are fully and correctly referenced. This is vital as a mechanism for avoiding plagiarism.

Plagiarism – key points Any work used, copied or quoted in writing that is not properly credited can be considered to be plagiarised.

Always ensure the works used are fully credited using the Harvard referencing system.

Include quotation marks when making a direct quote. Limit your quote to 20-25 words.

In a reference list, do not include works that have not been used in the writing.

Avoid paraphrasing, summarising or quoting unless the original work is referenced.

When starting research for any written work, compile a reference list and, as you find materials, add them to the list with full details. This makes it very easy to compile a reference list at the end. There are several tools available from the online library resources to assist in the compilation and preparation of references. Ebrary and EBSCO provide options for exporting references directly when used with referencing software. The references may need to be edited to comply with the Harvard style.

Remember that just because the information you have found is freely available on the Internet does not mean it can be treated any differently to a printed book from a library for example. It must still be referenced as comprehensively as possible.

Be careful with confidential information. Examples would be medical or legal information. If you have any doubt about information, it is always better to contact the owner or compiler of the information to seek their permission to use and reference it.

Definitions

In-text citation If you refer to or quote from a piece of work, you must provide basic details for the work within the text of your work.

Author and date – you include the page number if quoting directly from the work

Reference list A reference list is included at the end of a piece of work to indicate to the reader all materials ‘referred’ to by the author during that work. The list is presented in alphabetic order according to the authors’ surnames (if there is no author, use the title).

Reasons for referencing • Referencing is a standard procedure for academic writing. • It is vital for avoiding plagiarism and to comply with copyright laws by acknowledging fully the use of somebody else’s work. (Hibernia College also has a student copyright guide.) • References can be located and checked by the reader. • Referencing demonstrates how much research has been undertaken and helps to strengthen the writer’s argument.

What do I not need to reference? You don’t need to reference material that is considered to be common knowledge. This is information that is already widely available from a number of sources and is known by the vast majority of people. Examples include famous historical dates, landmark events and some breaking-news stories, such as the following:

John F. Kennedy was assassinated in 1963.

There are 7 days in a week and 365 days in a year.

Generally, the information is factual, often beyond dispute. As a useful tip, even if you weren’t aware of the information before, you will be able to find it easily in a reference book, like a dictionary or an encyclopaedia.

Note: If there is any doubt as to whether something is common knowledge or not, it is best practice to reference it.

Bibliography A bibliography is presented in the same format as a reference list. However, as well as including the materials ‘referred’ to during the writing, any material used in preparation for the writing – although not used directly – must also be included. Do not include materials that you haven’t used or consulted in the reference list and/or the bibliography.

All students are required to include a reference list at the end of their work. A bibliography is optional except for students completing their thesis who must include both a reference list and the bibliography.

Artistic materials and performances

Concerts Composer Year Title Performer and conductor’s name(s) (‘Performed by’ followed by full name or ‘Conducted by’ followed by full name) Location and date seen

Classical Feldman, M. (2010) Words and Music. Performed by the Crash Ensemble. [IMMA, Dublin, 30 May].

An eclectic mix (Feldman, 2010)...

Groups or bands The Antlers (2010) [The Academy, 31 May].

The Antlers (2010) did not disappoint...

Dance Composer or choreographer Year (of premiere) Title Location and date seen

Whelan, B. (1994) Riverdance [Gaiety Theatre, Dublin, 22 June 2010].

‘Irish dance has been revitalised’ (Whelan, 1994).

Line of a poem from an anthology Poem author Year (when the work was published) Poem title ’in’ (followed by the author or editor of the anthology) Anthology title Publisher details (place and publisher)

Page reference

Kavanagh, P. (2005) ‘Stony grey soil’, in Quinn, A. (ed.) Collected poems. London: Penguin.

‘Oh stony grey soil of Monaghan

The laugh from my love you thieved’ (Kavanagh, 2005, p.24).

Liner notes Author (of the liner notes, if available) Year Title (liner notes text) ‘in’ (add in the title of the recording) Medium [CD liner notes] Distribution details (place and distribution company)

Norris, G. (1993) ‘Peter and the wolf’, in Peter and the wolf. Carnival of the animals. [CD liner notes]. Alabama: Quicksliva.

...both useful for teaching children about the instruments of the orchestra (Norris, 1993).

Musical scores Composer Year (when the score was published) Title Notes (any additional information given) Publication details (place and publisher)

Lloyd Webber, A. (1985) Requiem. London: The Really Useful Group Limited.

The solo soprano piece in Pie Jesu (Lloyd Webber, 1985).

Plays Title ‘by’ (indicate the author here – full name) Year (when the work was performed) ‘Directed by’ (indicate the full name of the director) Location and date seen

Philadelphia here I come by Brian Friel (1964) Directed by Dominic Dromgoole. [Abbey Theatre, Dublin, 17 March 2010].

Contradiction is at the heart of the play (Philadelphia here I come, 1964).

Lines from a play Author of the play Year (when the work was published) Title ’Edited by’ (followed by the editor of the play, surname, initials) Publication details (place and publisher) Act: Scene: Line

Shakespeare, W. (2007) Macbeth. Edited by Lander, J.M. New York: Barnes & Noble. 1.4.7- 8.

‘Nothing in his life became him like the leaving of it’ (Shakespeare, 2007, 1.4.7-8).

Song lyrics Lyricist Year (when distributed) Song title Distribution details (place and distribution company)

Kammeraad, K. (2000) Alphabet rain. Michigan: Cooperfly Books.

...in learning the alphabet (Kammeraad, 2000).

Author citing another author’s work This is an example of a reference in an article by P. Hogan to the work of Pierre Hadot.

Hogan, P. (2003) ‘Teaching and learning as a way of life’, Journal of Philosophy of Education, 37(2), pp.207-223.

Hadot, 1995 (cited in Hogan, 2003, p.212), describes the ‘distinction between philosophy as a professional theoretical endeavour and philosophy as a way of life’.

Books and e-books This section covers standard books and e-books and how to reference the different numbers of authors, chapters and excerpts. This is followed by some types of publication.

Book with one author Author or editor Year (when the work was published) Title Edition (no need to add this if title is a first edition) Publication details (place and publisher) Series and volume number (if applicable)

Tapscott, D. (2009) Grown up digital: how the net generation is changing your world. London: McGraw-Hill.

Tapscott (2009) suggests...

‘...and perhaps even the new, networked society’ (Tapscott, 2009, p.8).

The above example can also be used for e-book titles. Some referencing software, like Zotero, add in the online location for the e-book after the publication details – this is not required.

Book with three authors or fewer Note: The citation order is as for the previous example except you must include all authors or editors.

Share, P., Tovey, H. and Corcoran, M.P. (2007) A sociology of Ireland. 10th edn. Dublin: Gill & Macmillan.

Share, Tovey and Corcoran (2007, p.10) refer to…

Book with more than three authors Note: The citation order is as for the above example except you must include all authors or editors. For the in-text citation, ‘et al.’ is sufficient to indicate additional authors.

Allhoff, F., Lin, P., Moor, J. and Weckert, J. (2007) Nanoethics: the ethical and social implications of nanotechnology. London: WileyBlackwell.

This was proved by Allhoff et al. (2007).

Book with an editor Editor(s) Year Title Edition (no need to add this if title is a first edition) Publication details (place and publisher) Series and volume number (if this is applicable)

Musgrove, P. (ed.) (2004) Health economics in development. Washington DC: The World Bank.

...thus proving the point (Musgrove, 2004).

Chapters or excerpts from edited books Chapter author(s) or editor(s) Year (when the work was published) Chapter title ’in’ (followed by the author or editor of the book, surname and initials) Book title Edition (no need to add this if title is a first edition) Publication details (place and publisher) Page numbers of the chapter or section (pp.)

Stevens, R. (2000) ‘Who counts what as math? Emergent and assigned mathematics problems in a project-based classroom’, in Boaler, J. (ed.) Multiple perspectives on mathematics teaching & learning. London: Ablex, pp.123-150.

...defined as mathematics (Stevens, 2000).

Illustrations, diagrams or tables from a book Author (book author) Year Book title Publication details (place and publication) Page number of the item Indicate the medium

Ohler, J. (2008) Digital storytelling in the classroom: new media pathways to literacy, learning and creativity. California: Corwin Press, p.79, fig.

‘...using a simplified storyboard’ (Ohler, 2008, p.79).

Multiple works in the same year by the same author Author(s) Year (when the work was published; use an ‘a’ after the year to denote the earlier publication) Title Edition (only include the edition number if it is not the first edition) Publication details (place and publisher) Series and volume number (if this is applicable)

Ferriter, D. (2005a) Radical politics in modern Ireland: the history of the Irish Socialist Republican Party, 1896-1904. Dublin: Irish Academic Press.

Ferriter, D. (2005b) The transformation of Ireland 1900-2000. London: Profile Books.

In discussions about Ireland (Ferriter, 2005a, 2005b)...

Multi-volume works Author(s)/editor(s) Year (when the work was published) Title Volumes (indicate how many volumes in the work) Publication details (place and publisher)

Kelleher, M. and O’Leary, P. (ed.) (2006) The Cambridge history of Irish literature. (2 vols.) Cambridge: Cambridge University Press.

Kelleher and O’Leary’s (2006) work refers to...

Specific volume of a work Author(s) or editor (s) Year (when the work was published) Specific volume title used Publication details (place and publisher)

Kelleher, M. and O’Leary, P. (eds.) (2006) The Cambridge history of Irish literature. Volume 1: to 1890. Cambridge: Cambridge University Press.

Volume 1 of Kelleher and O’Leary’s work (2006) indicates...

Book with no author Title Year (when the work was published) Edition (no need to add this if title is a first edition) Publication details (place and publisher)

W.B. Yeats & the Irish renaissance (1990) Stanford: Stanford University Libraries.

'...as it happened' (W.B. Yeats & the Irish renaissance, 1990, p.12).

Types of books

Bibliographies Author(s) or editor(s) Year (when the work was published) Title Publication details (place and publisher)

Gilbert, V.F. (1979) Theses and dissertations on the history of education, presented at British and Irish universities between 1900 and 1976. Lancaster: History of Education Society.

Gilbert (1979) lists the theses...

Collected works (anthologies) Editor or compiler Year (when the work was published) Title Publication details (place and publisher)

Philip, N. (ed.) (1996) The new Oxford book of children’s verse. Oxford: Oxford University Press.

In the collection of children’s verse, Philip (1996) includes...

Reference books Editor(s) Year (when the work was published) Title Edition (only include the edition number if it is not the first edition) Publication details (place and publisher) Series and volume (if this is applicable)

Soanes, C. and Stevenson, A. (eds.) (2004) Concise Oxford English Dictionary. Oxford: Oxford University Press.

The Concise Oxford English Dictionary (2004, p.456) defines language as '....'.

Reprinted books Author(s)/editor(s) Year (original publication) Title ’Reprint’ to indicate same Publication details (place and publisher) Year of reprint

Freire, P. (1968) Pedagogy of the oppressed. Reprint, London: Continuum International Publishing Group, 2001.

...in this work (Freire, 1968).

Religious books The Bible

Book of the bible Chapter and verse Indicate the version of the Bible used

Colossians 3:1-4, King James Version.

...taken from the Colossians (3:1-4).

Qur’an Chapter and verse* Surah can mean verse either

Qur’an 107:144.

'And two of camels and two of cows' (Qur’an 107:144).

Torah Book Chapter and verse

Torah. Devarim 32:7.

'Consider the days of old, the years of the many generations' (Devarim 32:7).

Translated books Author Year (when the original work was published) Title ’Translated by’ (followed by the full name of the translator – forename, surname) Full publication details of the reprint including the year (translation)

Mankell, H. (2008) The pyramid: the Kurt Wallander stories. Translated by Ebba Segerberg and Laurie Thompson. Reprint, London: Vintage, 2009.

...compilation of stories (Mankell, 2008).

Electronic sources

E-books Refer to the Books and e-books section.

E-journal articles

E-journal articles from library collections like EBSCO Refer to the Print journal and e-journal articles section.

Journal articles from the Internet (e-journals) (Journals that are published on the Internet only)

Author (author of the article) Year (when the article was published) Title (article title) Journal title Journal details (volume, issue or month/season) Medium [Online] URL and date accessed

Thomas A. and Rothery, A. (2005) 'Online repositories for learning materials: the user perspective', Ariadne, 45, October. [Online]. Available at: http://www.ariadne.ac.uk/issue45/thomas-rothery/ (Accessed: 29 May 2007).

Thomas and Rothery (2005) discuss online repositories...

Open access journal articles (e-journals) This relates to online journals, usually published by their producer – not a commercial publisher.

Note: It is important to check whether these are peer reviewed.

Author (person who wrote the article) Year (when the article was published online) Title Journal title Journal details (volume, issue and the page numbers if possible) Open access database details (name) Medium [Online] URL and date accessed

Paulchamy, C. (2010) 'Pharmacological perspectives of snake venoms from Viperidae family', The Internet Journal of Pharmacology, 8(2), Internet Scientific Publications. [Online]. Available at: http://www.ispub.com/journal/the_internet_journal_of_pharmacology/volume_8_number_2_1 9/article/pharmacological-perspectives-of-snake-venoms-from-viperidae-family.html (Accessed: 11 February 2010).

Studies by Paulchamy (2010)...

Web pages with an author Author (person who authored the page) Year (when the site was published or updated – whichever is available) Internet site name URL and date accessed

Nolan, M. (2010) Expad.ie. Available at: http://expad.ie (Accessed: 1 June 2010).

Nolan (2010) discusses...

Web pages from an organisation Author (the organisation) Year (when the site was published or updated, whichever is available) Internet site name URL and the date accessed

Trócaire (2010) Resources. Available at: http://www.trocaire.org/resources (Accessed: 1 June 2010).

...on the education resources page (Trócaire, 2010).

Web pages without an author Internet site name Year (when the site was published or updated, whichever is available) URL and the date accessed

Constructivism-philosophy of education (2010) Available at: http://en.wikipedia.org/wiki/Constructivism_(philosophy_of_education (Accessed: 8 June 2010).

...social environment (Constructivism-philosophy of education, 2010).

Webinars Author or speaker Year Title Medium (lecture, webinar, etc.) Date (day and month)

Dracup, T. (2010) Global perspectives on gifted education. [Webinar]. 21 August.

Dracup (2010) discusses...

Wikis Author (this information might not be given) Title (article name on the site) Year (when the site was published or updated, whichever is available) Web site name URL and date accessed

‘Constructivism’ (2010) Edutech wiki. Available at: http://edutechwiki.unige.ch/en/Constructivism (Accessed: 2 June 2010).

...so that students play a larger role in judging their own progress (‘Constructivism’, 2010).

Exhibition catalogues Author Year (when the work was published) Exhibition title Exhibition details (location and date) Medium, in this case [Exhibition catalogue]

Cadden, M. and Jensen, M.A. (1995) Oscar Wilde: a writer for the nineties. Catalogue of an exhibition held at Princeton University Library, Princeton, 30 April-1 September 1995. [Exhibition catalogue].

'...Wilde’s life' (Cadden and Jensen, 1995, p.12).

Leaflets Author (will often be a corporate author) Date Title Medium and where it was sourced [Leaflet obtained...] Date (when sourced)

Irish Water Safety (2009) Wise up to water safety. [Leaflet obtained in Wicklow Swimming Club], 12 July 2009.

Irish Water Safety (2009) advises on how to stay safe close to water.

Pamphlets Author(s)/editor(s) Year (when the pamphlet was produced) Title Publication details (place and publisher)

Northern Ireland Human Rights Commission (2000) The bill of rights: social & economic rights. Belfast : Northern Ireland Human Rights Commission.

...impinging human rights (Northern Ireland Human Rights Commission’s pamphlet, 2000).

Postcards Artist Date Title Medium [Postcard] Publication details (place and publisher)

Hinde, J. (no date) The harbour and pier walks, Dun Laoghaire, Co. Dublin, Ireland. [Postcard]. Bray: John Hinde Limited.

John Hinde (no date) used several images of the local area....

Exhibition poster Artist Year Title Medium [Poster] Exhibition details (‘Exhibited at’ followed by the location and date) Dimensions (if possible)

Helzel, F.B. and Battat, E. (1989) Witnesses to history: the Jewish Poster 1770-1985. [Poster]. Exhibited at the Judah L. Magnes Museum. 26 February-11 June 1989.

...providing a social history of the Jewish people (Helzel and Battat, 1989).

Government and legal information

Irish court cases Basic details (name of the case and the year) Volume title (abbreviated) Page number of the case

James Sinnott, (a person of unsound mind not so found suing by his mother and next friend Kathryn Sinnott), Plaintiff, v The Minister for Education, Ireland and the Attorney General, Defendants, and Kathryn Sinnott, Plaintiff, v The Minister for Education, Ireland and the Attorney General, Defendants (2001) 2 IR 545.

In the Sinnott case (James Sinnott, (a person of unsound mind not so found suing by his mother and next friend Kathryn Sinnott), Plaintiff, v The Minister for Education, Ireland and the Attorney General, Defendants, and Kathryn Sinnott, Plaintiff, v The Minister for Education, Ireland and the Attorney General, Defendants 2001)...

Note: The Cardiff Index to Legal Abbreviations (www.legalabbrevs.cardiff.ac.uk, 2007) provides more information about abbreviations.

Irish Acts (also called statutes) Basic details (title and year) Section number(s) (if relevant) Publication details (place and publisher)

(Key words in capital letters)

Education for Persons with Special Educational Needs Act 2004, No. 30, Dublin: The Stationery Office.

The Act (Education for Persons with Special Educational Needs Act 2004) set out…

Section of an Act Education for Persons with Special Educational Needs Act 2004, No. 30, s. 2, Dublin: The Stationery Office.

Reference is also made to children educated alongside special needs children (Education for Persons with Special Educational Needs Act 2004).

Irish statutory instruments Basic details (title and year) SI (indicates the medium; add No. of year also) Publication details (place and publisher)

Guardianship of Children 1998, SI No. 3 of 1998. Dublin: The Stationery Office. The provisions of the SI (Guardianship of Children 1998)… UK Bills (House of Commons or House of Lords) Great Britain (indicate the country of origin of the material) Parliamentary information (Parliament, House of Lords or House of Commons) Year (when the material was published) Title Publication details (place and publisher) Bill number

Great Britain. Parliament. House of Commons (2009) The Children, Schools and Families Bill. London: The Stationery Office. (Bills 2009-2010 8). The Children, Schools and Families Bill (Parliament, 2009) is of interest to a wide cross- section of the population.

Command papers including Green and White Papers Great Britain or Ireland Name (Committee or Royal Commission) Year (when the publication was published) Title of the publication

Publication details (place and publisher) Paper number

Great Britain. Department for Children, Schools and Families (2010) Government response to the Children, Schools and Families Committee report on Early Years Single Funding Formula. London: The Stationery Office. (Cm7871).

The latest opinion on early years’ funding (Great Britain. Department for Children, Schools and Families, 2010)...

UK and Irish Departmental publications Country (country of origin of the publication) Name (government department responsible) Year (when the publication was published) Title Publication details (place and publisher) Series (if this is relevant) For online versions, add the following to the above information: Medium [Online] URL and date accessed

Ireland. Department of Education and Science. Inspectorate (2005) Beginning to teach: newly qualified teachers in Irish primary schools. Dublin: Stationery Office.

...in the report (Ireland.Department of Education and Science, 2005).

Online example Great Britain. Department for Children, Schools and Families (2009) The children’s plan two years on: a progress report. [Online]. Available at: http://publications.dcsf.gov.uk/eOrderingDownload/01162-2009-Final.pdf (Accessed: 1 January 2010). Ireland. Department of Health and Children, Health Service Executive (2009) The national guidelines on physical activity for Ireland. [Online]. Available at: http://www.dohc.ie/publications/pdf/active_guidelines.pdf?direct=1 (Accessed: 1 January 2010).

Physical activity is recommended in Britain (Department for Children, Schools and Families, 2009) and Ireland (Department of Health and Children, Health Service Executive, 2009).

UK House of Commons and House of Lords Papers Great Britain (indicate the country of origin of the material) Parliament, House of Lords or House of Commons Year (when the material was published) Title Publication details (place and publisher)

Paper number – use a bracket for the number; also, differentiate between House of Lords (HL) and House of Commons (HC) papers

Great Britain. Parliament. House of Commons. (2010) From Baker to Balls: the foundations of the education system, Session 2010-2011. London: The Stationery Office. (HC 2010-2011 347).

Great Britain. Parliament. House of Lords. (2010) Setting priorities for publicly funded research, Session 2010-2011. London: The Stationery Office. (HL 2010-2011 (104-I)).

Parliamentary reports for 2010 included the foundation of the education system (Great Britain. Parliament. House of Commons, 2010) and publicly funded research (Great Britain. Parliament. House of Lords, 2010).

UK statutes (Acts of Parliament) Before 1963

Short title details (title and year of the Act) Regnal year (number of years since the accession of the monarch) Sovereign’s name Number of chapter

Act of Union 1800 (40 Geo.3, c. 38)

The Act of Union 1800 (40 Geo.3, c. 38) added to the decline of Dublin.

Great Britain (indicate the country of origin of the material) Short title details (title and year of the Act) Sovereign’s name Chapter number Publication details (place and publisher)

Great Britain. Children, Schools and Families Act 2010: Elizabeth II. Chapter 26. London: The Stationery Office.

The statute (Great Britain. Children, Schools and Families Act 2010) listed...

Section of an Act

Great Britain. Children, Schools and Families Act 2010: Elizabeth II. Chapter 36. London: The Stationery Office.

An appeal as defined in s.1.(2)(3) of the Act (Great Britain. Children, Schools and Families Act 2010)...

UK Statutory Instruments Basic details (title and year) SI year and number (include brackets here)

The Pharmacy Order 2010 (SI 2010/299). The Pharmacy Order 2010...

Historical and genealogical sources

Atlases Title Year (when the work was published) Publication details (place and publisher)

Collins atlas of world history (2004) London: Collins.

‘...the paintings of the Renaissance’ (Collins atlas of world history, 2004, p.45).

Birth, marriage or death certificates Name (person on the certificate) Year (when the event occurred) Indicate type of document (Certified copy of ______certificate for) and give the full name of the person Date (day, month and year of the event) Certificate’s application number Register office details (name and location)

'William Henning Beckett' (1857) Certified copy of birth certificate for William Henning Beckett, 19 October 1857. Application number X/1740A/1/1. National Archives, London, England .

William Henning Beckett was born in Portsea ('William Henning Beckett', 1857)...

Census returns Name (person listed in the census record) Year (when the census was carried out) Location (indicate this using the phrase ‘Census return for’ followed by street, place and county Registration sub-district Public Record Office Piece number, folio number, page number For the online version, add the following information also: Web site name Year (last updated) Indicate URL and date accessed

‘Alfred Prosser’ (1901) Census return for New Invention, Kentchurch sub-district, Hereford. Public Record Office: PRO RG13/2484, folio 33a, p.3.

Alfred Prosser was a railway platelayer and farmer (‘Alfred Prosser’, 1901).

Online example 'Susan Devers' (1901) Census return for 12 Garden Street, Ballina Urban, County Mayo. National Archives: nai001057869. National Archives (2010). Available at: http://www.census.nationalarchives.ie/pages/1901/Mayo/Ballina_Urban/Garden_Street/1571 805/ (Accessed: 7 June 2010).

Susan Devers lived in Garden Street in 1901 ('Susan Devers', 1901).

Collection of manuscripts Location (where the manuscript is housed) Collection name followed by MS, which indicates the item is a manuscript

Edward Worth Library, Ussher MS.

There are plans to publish the letters of Ussher (Edward Worth Library, Ussher MS) shortly...

Ordnance survey maps Ordnance Survey Ireland Year Title Map statistics (sheet number and scale) Publication details (place and publisher) Map series

Ordnance Survey Ireland (2007) Dublin, Kildare, Meath, Wicklow, sheet 50, 1:50,000. Dublin: Ordnance Survey Ireland (Discovery series).

...depicting the parish church (Ordnance Survey, 2007).

Online example Publisher Year Map section title Map statistics (sheet number and scale) Title of online collection Medium [Online] URL and date accessed

Ordnance Survey (2009) ‘Great Britain coastline and administrative boundaries’, 1:10,000. Outline maps of Great Britain, Ordnance Survey. [Online]. Available at:

http://www.ordnancesurvey.co.uk/oswebsite/images/userImages/misc/outlinemaps/outlineb. pdf (Accessed: 2 June 2010).

...running along the coast (Ordnance Survey, 2009).

Microfiche and microfilm resources Author Year (when the microform was published) Title Medium [Microfiche] or [Microfilm] Publication details (place and publisher)

Friends' Library (no date) Anti-slavery collection. [Microfiche]. US: Society of Friends.

...illustrated with material from the collection (Friends’ Library, no date).

Photographs Photographer Year Title Medium [Photograph] Publication details (place and publisher) For online version, omit the publication details and add the following information: Medium [Online] URL and date accessed

Independent Newspapers PLC (c. 1921) Michael Collins arriving at Earlsfort Terrace. [Photograph]. Dublin: Independent Newspapers PLC.

Michael Collins pictured arriving at Earlsfort Terrace (Irish Independent, c. 1921)...

Online example Geraghty, A. (2006) Brennanstown dolmen. [Online]. Available at: http://www.askaboutireland.ie/reading-room/environment-geography/physical- landscape/man-and-the-landscape-in/dun-laoghaire-rathdown-ea/megalithic-monuments-1/ (Accessed: 3 June 2010).

...depicting megalithic monuments (Geraghty, 2006).

Historical collections online Photographer Year Title Online collection title Medium [Online] URL and date accessed

Clarke, J.J. (1890-1910) Two men in car on St. Stephen’s Green. National Library of Ireland Digital Photographs. [Online]. Available at: http://digital.nli.ie/cdm4/item_viewer.php?CISOROOT=/glassplates&CISOPTR=33980&CIS OBOX=1&REC=12 (Accessed: 3 June 2010).

This photograph (Clarke, 1890-1910) depicts...

Group methods of communication

Blogs Author (who wrote the message on the blog site) Year (when the site was set up or last updated – whichever is available) Title Internet site name Further details (day or month the message was posted, URL and date accessed)

Jones, H. (2010) ‘ISS crew land safely in Kazakhstan’, The Frog Blog, 2 June. Available at: http://blog.sccscience.com/ (Accessed: 2 June 2010).

Humphrey Jones (2010) reports on the crew of the International Space Station.

Full conference proceedings Author/editor Year (when the conference proceedings were published) Conference title and subtitle Further conference details (location and date) Publication details (place and publisher)

Association for the Advancement of Computing in Education (2010) E-LEARN 2010 - World conference on e-learning in corporate, government, healthcare & higher education. Orlando, Florida, 18-22 October. Virginia: Association for the Advancement of Computing in Education.

The conference (Association for the Advancement of Computing in Education, 2010)...

Individual conference proceedings Author of individual paper Year (when the paper was published) Title of paper Conference title and subtitle Further conference details (location and date) Publication details (place and publisher) Page references for the paper

Jansen, S., Kreijns, K., Bastiaens, T. and Stijnen, S. (2010) 'The influence of guidance on the quality of professional development plans', Proceedings of Society for Information Technology & Teacher Education International Conference. Nashville, 7-11 March 2010. Chesapeake, VA: Society for Information Technology & Teacher Education, pp.98-105.

Kreijns et al. (2010) discussed…

Personal communications Author (could be the sender [e-mails, forums, posts] or speaker also) Year (when the communication was sent) Medium Receiver of communication (who was the communication intended for) Timeframe (day and month it was received)

Murphy, S. (2010) Conversation with Michael Kelly, 11 October.

Murphy, S. (2009) Letter to Michael Kelly, 15 December.

Murphy, S. (2010) E-mail to Michael Kelly, 5 March.

Murphy, S. (2009) Telephone conversation with Michael Kelly, 8 December.

Murphy, S. (2010) Text message to Michael Kelly, 23 March.

Murphy, S. (2010) Fax to Michael Kelly, 30 March.

[Podcast]. 14 February. Available at: http://www.iteach.ac.uk/ (Accessed: 12 May 2010).

This was questioned by Murphy (2010).

Minutes of meetings Author (individual or group) Year (when the meeting was held) Specific item reference Meeting details (title and date) Organisation Meeting location

Author identified Horgan, L. (2009) 'Item 4: Committee reports', Minutes of the 13th Meeting of the Pharmaceutical Society of Ireland 29 September 2009. An Bord Altranais, Carysfort Avenue, Blackrock, Co. Dublin.

Ms Horgan (2009) indicated that...the following areas have been considered by the Committee.

Group name The Pharmaceutical Society of Ireland (2009) 'Appendix K: Update on ICT', Minutes of the 13th Meeting of the Pharmaceutical Society of Ireland 29 September 2009. An Bord Altranais, Carysfort Avenue, Blackrock, Co. Dublin.

The Pharmaceutical Society of Ireland (2009) agreed an upgrade to internal ICT infrastructure.

RSS feeds Note: For RSS feeds, reference the original source as opposed to the RSS feed itself.

Social networking sites (for example, Facebook, LinkedIn, Bebo, Twitter) Author (who wrote the material) Year (when the site was published or last updated – whichever is available ) Title (name of the page) Internet site name Internet site details (day or month the material was posted and indicate the URL and date you accessed it)

Irish National Teachers’ Organisation (2010) ‘An INTO delegation’, Facebook, 2 June. Available at: http://www.facebook.com/ (Accessed: 2 June 2010).

...to discuss the future of education (INTO, 2010).

Journals and theses

Journal articles

Print journal and e-journal articles Author Year (when the article was published) Title Journal title Journal details (volume, issue, month or season – depending on what is given) Page number(s) (p. or pp.)

Zeigler, D.J. (2007) 'Teaching Geography in an interconnected world', Independent School, 66(3), pp.94-97.

…whilst teaching geography (Zeigler, 2007, p.2).

Printed theses Author Year (when the thesis was submitted) Title Medium - PhD thesis Awarding body

McPhillips, T. (2007) Dyslexia in primary school: an evaluation of the effectiveness of three models of special provision. PhD thesis. Trinity College Dublin.

...witnessed in primary schools (McPhillips, 2007).

Theses available on the Internet Author Year of submission Thesis title Degree information (statement and awarding body) URL and date accessed

Chambers, J. C. (2009) Irish physical education teacher education students and their professional learning: The teaching practice experience. PhD thesis. Loughborough University. [Online]. Available at: http://ethos.bl.uk:8080/OrderDetails.do?did=2&uin=uk.bl.ethos.506193 (Accessed: 25 June 2009).

A recent paper (Chambers, 2009)…

Unpublished theses As above but indicate Unpublished PhD thesis after the title

Smith, R.G. (2000) Gender and special education: what makes boys so special? Unpublished PhD thesis. Goldsmiths College (University of London).

Smith (2000) suggests...

Media communications

Advertisements Name (company responsible) Year Title Medium [Advertisement], [Newspaper advertisement], [Billboard]... Date (when the advertisement was seen) For online version, add the following to the above information: URL and date accessed

J.C. Decaux (2010) J.C. Decaux promo campaign Ireland. [Billboard at Parnell Street, Dublin]. 13 March.

Meteor (2010) Your social network. [Advertisement]. Available at: http://www.youtube.com/watch?v=2CJSOb_fksM (Accessed: 7 June 2010).

Advertisement campaigns new to Ireland by Avon (2009), de Veres (2010), Meteor (2010) and J.C. Decaux (2010)...

Interviews Name (person interviewed) Year (when the interview was carried out) Title (if the interview has a title) Indicate the people involved in the interview by adding ‘Interview with’ followed by the full name of the interviewee and ‘Interviewed by’ together with the full name of the interviewer Name (depending on the medium – indicate the name of the publication or broadcast where the interview is carried) Further details (indicate the day and month of the interview) For online version, add the following to the above information: Medium [Online] URL and the date accessed

Interview available on the Internet McAleese, M. (2010) Interview with Mary McAleese. Interviewed by Anne Cassin for Capital D, 27 May. [Online]. Available at: http://www.rte.ie/news/2010/0527/capitald_av.html (Accessed: 28 May 2010).

The President praised the Gaisce scheme for young people (McAleese, 2010).

Newspaper interview Ferriter, D. (2010) 'A scholar with passion on his mind'. Interview with Diarmuid Ferriter. Interviewed by Roisin Ingle for The Irish Times, 28 May, p.15.

Ferriter (2010, p.15) discusses the idea of revolution being 'an opportunity to think about new ways of doing things'.

Television interview Cowan, B. (2010) Interviewed by Richard Crowley for Prime Time, RTÉ Television, 6 May.

The Taoiseach discussed the cuts in education (Cowen, 2010).

Newspaper articles

Articles from Internet newspapers Often, newspapers also produce an Internet version, for example, The Irish Times and www.irishtimes.ie.

Author (person who wrote the article) Year (when the article was published) Title Date (include the day and month – if available) Medium [Online] URL and the date accessed

Wayman, S. (2010) 'On course for better parenting', Irish Times Health Plus, 25 May. [Online]. Available at: http://www.irishtimes.com/newspaper/health/2010/0525/1224271071248.html (Accessed: 26 May 2010). The article (Wayman, 2010) outlines the options available to parents.

Journal or newspaper articles from CD-ROM databases Author Year (when the articles was distributed) Title Journal or newspaper title Further details (volume, date [day and month] and page references Medium [CD-ROM] Producer (who produced the database) Distribution details (publisher or distributor)

Hill, H. (2010) 'My iPhone has revolutionised my reading', Guardian Educational Supplement, 6 April, p.12. [CD-ROM]. Guardian. Available: Chadwyck Healey.

‘... suggested that using an iPhone can significantly improve reading skills’ (Hill, 2010, p.12).

Printed newspapers

Article with an author Author Year (when the article was published) Title Newspaper title Edition (may not be necessary) Specific title details (day, month and page number)

O'Connell, D. (2010) 'Religious education an ideal conduit for child spirituality', The Irish Times, 25 May, p.12.

O'Connell maintains that children are, by their nature, spiritual (O'Connell, 2010).

Article without an identified author Newspaper title Year (when the article was published) Article title Specific title details (day, month and page number)

If citing several articles published in the same year, use a, b, c and so on after the year. For example, The Irish Times (2010a)...

Press releases or statements Author, company or organisation Year (when the material was issued) Title Medium [Press release] Date (day and month of the material) For online version, add the following to the above information: URL and date accessed

Department of Environment, Heritage and Local Government (2009) ‘Minister Gormley launches the new ENFO Environmental Information Service and Ask About Ireland website’. [Press release]. 8 September.

The Minister praised the digitisation of local history materials for the new web site (Gormley, 2009).

Online example Department of Education (2010) 65 inspection reports published on Department's website. [Press release]. 7 May. Available at: http://www.ippn.ie/index.php?option=com_content&view=article&id=5245:65-inspection- reports-published-on-departments-website-educationie&catid=50:education-news (Accessed: 15 June 2010).

The Department of Education (2010) inspected 65 schools...

Reviews Name (the reviewer – if this information is available) Year (when the review was published) Title Indicate the work being reviewed (Review of...) Author, editor or director of the work under review Publication details For online version, include the online publication or collection details as well as the following information: URL and date accessed

Book reviews Burke, D. (2010) 'Prime suspects? The children of Lir'. Review of Requiems for the departed: Irish crime, Irish myths, edited by Gerard Brennan and Mike Stone. The Irish Times, 26 May, p.18.

Burke (2010) drew parallels between mythology and crime…

Drama reviews Crawley, P. (2010) 'A balance of witty dispassion and emotional warmth'. Review of Arcadia, by Tom Stoppard. Gate Theatre, Dublin. The Irish Times, 27 May, p.18.

In a recent review of Arcadia (Crawley, 2010, p.18)...

Magazine reviews Foreman, D. (2005) 'Pavee Lackeen - the traveller girl'. Review of Pavee Lackeen, directed by Perry Ogden. (Synkronized USA LLC). Film Ireland, November/December, p.13.

Foreman (2005) was impressed by the editing of Pavee Lackeen.

Internet reviews French, P. (2010) 'The happiest girl in the world'. Review of The happiest girl in the world, directed by Radu Jude. (Maker) The Guardian Online. Available at:

http://www.guardian.co.uk/film/2010/may/30/philip-french-review-happiest-girl-in-the-world (Accessed: 30 May 2010).

French (2010) felt the film succeeded...

Reviews of musical performances Dervan, M. (2010) 'Lyric Opera Chorus and Orchestra/Sheil'. Review of Lucia di Lammermoor, by Donizetti. National Concert Hall, Dublin. The Irish Times, 25 May, p.16.

Dervan (2010, p.16) thought there were ‘redeeming features’.

Multimedia resources

Cartoons Artist Date (may not always be given) Title Medium [Cartoon] Publication title Publication details (day and month) Medium [Online] Indicate URL and date accessed

Asquith, R. (2010) ‘Mysteries of literacy’. [Cartoon]. The Guardian, 9 March. [Online]. Available at: http://www.guardian.co.uk/education/cartoon/2010/mar/09/primary-schools- schools (Accessed: 2 June 2010).

Ros Asquith (2010) on boys’ taste in reading suggests...

CD-ROMs or DVD-ROMs Title Year (when the item was produced) Medium [CD-ROM] or [DVD-ROM] Producer (if this information is available) Indicate where the item is available from (publisher and distributor)

4D pharma: pipeline, products, performance, potential (2007) [CD-ROM]. MDIS. Available: Espicom Business Intelligence.

One source, known as 4D Pharma (4D pharma: pipeline, products, performance, potential, 2007)...

Computer programs Author (if known) Date (if known) Title of program Version Medium [Computer program] Availability (i.e. distributor, address, order number if known)

URL and date accessed if downloaded from the Internet (this would replace the availability information)

Amazon.com (2010) Kindle for PC. [Computer program]. Available at: http://www.amazon.com/gp/feature.html/ref=kcp_pc_mkt_lnd?docId=1000426311 (Accessed: 30 April 2010).

The Kindle for PC software can be used to view books suitable for Kindles (Amazon, 2010).

Films or movies

Films or movies Film title Year (when the film was released) ‘Directed by’ (full name of the director, forename, surname) Medium [Film] Distribution details (place and company)

Benjamin Button (2008) Directed by David Fincher. [Film]. Burbank, California: Warner Bros.

Our concept of the aging process is challenged (Benjamin Button, 2008).

Films on DVDs Film title Year (when the DVD was released) ‘Directed by’ (full name of the director, forename and surname) Medium [DVD] Distribution details (place and company)

School of Rock (2004) Directed by R. Linklater. [DVD]. Hollywood: Paramount.

Music is what draws students to the teacher in School of Rock (2004).

Director commentaries on DVDs Name of commentator Year (when the commentary was made) ‘Director’s commentary’ to indicate same Film title Director’s name, indicated with Directed by and the full name Medium [DVD] Distribution details (place and company)

Johnson, C. (2005) 'Director's commentary', The Wire. Directed by C. Johnson. [DVD]. Los Angeles: Warner Brothers Inc.

The director tried something new (Johnson, 2005)…

Films on video cassettes Film title Year (when the film was distributed) Director’s name (indicated by Directed by, followed by the full name) Medium [Video cassette] Distribution details (place and company)

Alf Bicknell's personal Beatles diary (1996) Directed by Jack Edwards. [Video cassette]. New York: IMC.

Alf Bicknell chronicles that era of the band's history (Alf Bicknell's personal Beatles diary, 1996)...

Films on YouTube Name (person who posted the video) Year (when the video was posted) Year video posted (in round brackets) Film or programme title URL and date accessed from the Internet

Salman, P. (2007) Basic addition. Available at: http://www.youtube.com/user/khanacademy#p/c/301908982CBFE20D/0/AuX7nPBqDts (Accessed: 19 June 2007).

Addition can be taught in a fun manner (Salman, 2007)...

Internet download (audio or video format) Artist or title (depending on the information available) Year (when distributed) Title Web site name (where the download was taken from) Medium [Download] URL and date accessed

Fitzgerald Kennedy, J. (1961) John F. Kennedy inaugural speech. iTunes. [Download]. Available at: http://www.apple.com/itunes/affiliates/download/?id=257679103 (Accessed: 4 June 2010).

...the torch has been passed to a new generation’ (John F. Kennedy inaugural speech, 1961).

Music or audio books Artist Year (when the recording was distributed) Title Medium [CD] Distribution details (place and distribution company)

Mozart, W.A. (2006) Mozart Effect for Children, Vol. 1 – Tune Up Your Mind. [CD]. Dublin: Mozart Effect/Cosmic Sounds.

...this calming effect on children (Mozart, 2006).

Phonecasts Title Year Web site name URL and the date accessed

'Phonecast back to base on school trips’ (2010) Ipadio. Available at: http://blog.ipadio.com/04/phonecast-back-to-base-on-school-trips/ (Accessed: 1 April 2010).

Parents like to keep in touch with their children ('Phonecast back to base on school trips', 2010).

Podcasts Author Year (when the site was published or last updated – whichever is available) Podcast title Web site name Medium [Podcast] Timeframe (day and month the podcast was posted) URL and date accessed

Clay, J. (2012) ‘E-learning stuff’, iTunes. [Podcast]. 29 April. Available at: http://itunes.apple.com/us/podcast/elearning-stuff/id294259336 (Accessed: 18 September 2012).

Radio programmes Programme title Year (when the programme was broadcast) Channel name Broadcast date (day and month format) For online version, add the following to the above information: Indicate URL and date accessed

A history of the world in 100 objects (2010) BBC Radio 4, 3 June.

...development (A history of the world in 100 objects, 2010).

Online example Poetry please (2010) BBC Radio 4, 30 May. Available at: http://www.bbc.co.uk/radio4/programmes/genres/factual (Accessed: 3 June 2010).

The poem was described (Poetry please, 2010) as...

Episodes Episode title Year (when the programme was broadcast) Programme title Series and episode numbers Channel name Broadcast date (day and month format)

‘A pirate captain worries about an early bedtime, and the four King Georges form a boy band’ (2010) Horrible histories, Series 1, Episode 1. CBBC Television, 31 May.

...it was time for bed’ (‘A pirate captain worries about an early bedtime, and the four King Georges form a boy band’, 2010).

Television programmes Programme title Year (when the programme was broadcast) Channel name Broadcast date (day and month format)

Arts lives programme 1 (2010) RTÉ One, 2 June.

...contemporary culture (Arts lives programme, 2010).

DVD format for television programmes Episode title Year (when the programme or series was broadcast) Programme or series title Series and episode numbers Director and writer of the original broadcast if this information is available Broadcast date for the original if this information is available Medium [DVD] Distribution information (usually the place and name of the distribution company)

‘The modernisation of Ireland’ (2006) Seven Ages – Ireland from the 1920s to the 1980s, Episode 5. Directed by Seán O’Mórdha. Written by RTÉ. First broadcast 2000. [DVD]. Dublin: RTÉ DVD.

...helping to mould modern Ireland (‘The modernisation of Ireland’, 2006).

TV programme on the Internet Episode title or programme title, depending on which is known Year (when the programme or series was broadcast) Programme or series title Series and episode numbers Channel name

Broadcast date (day and month format) Medium [Online] URL and date accessed

‘Every child matters’ (2006) Careerwise, Teachers TV, 28 April. [Online]. Available at: http://www.teachers.tv/videos/every-child-matters-1 (Accessed: 4 June 2010).

This is an extremely helpful broadcast on this important report (‘Every child matters’, 2006).

Videocasts Author Year (when the site was published or last updated) Title Internet site name URL and date accessed

Brown, Mr (2010) 'Playground perimeter'. Videocast. Available at: http://videocast.com/episode/19309551/ (Accessed: 24 March 2010).

There is as much to learn outside the classroom as within (Mr Brown, 2010).

Short quotations (20-25 words) Short quotations can be included in the main body of the text.

Mishra and Koehler (2006, p.1026) describe content knowledge as ‘knowledge about the actual subject matter that is to be learned or taught’.

Longer quotations (more than 25 words) Longer quotations should be indented as follows:

Dunne (2006, p.7) observed:

That citizenship is a modern creation perhaps seems obvious enough. We easily think that people used to live as subjects of a monarch or despot and that this subjection ended only with the French Revolution and its Declaration of the Rights of Man and of the Citizen. There is something right about this linking of citizenship with modernity.

Reports and publications – companies, organisations and institutions

Curriculum documents (Ireland) Author Date Title Publication details (Include this for printed versions of the documents only.) [Online] (Include this for online versions only and the next entry) Available at: URL Date accessed:

Examples from the PME Primary programme

Ireland. (1999) English: curriculum. [Online]. Available at: http://www.curriculumonline.ie/Primary/Curriculum-Areas/Language-%281%29/English (Accessed: 23 December 2015).

Ireland. (1999) English: teacher guidelines. [Online]. Available at: http://www.curriculumonline.ie/Primary/Curriculum-Areas/Language-%281%29/English (Accessed: 23 December 2015).

In-text citation

…..as mentioned in the English curriculum (Ireland, 1999).

Examples from the PME Post-Primary programme

Ireland. (1989) Junior Certificate English syllabus. [Online]. Available at: http://www.curriculumonline.ie/Junior-cycle/Junior-Cycle-Subjects/English?lang=en-GB (Accessed: 17 June 2016).

Ireland. (1998) Junior Certificate English: guidelines for teachers. [Online]. Available at: http://www.curriculumonline.ie/Junior-cycle/Junior-Cycle-Subjects/English (Accessed: 17 June 2016).

Ireland. (1999) Leaving Certificate English syllabus. [Online]. Available at: http://www.curriculumonline.ie/Senior-cycle/Subjects/English (Accessed: 17 June 2016).

Ireland. (1999) Leaving Certificate English: guidelines for teachers. [Online]. Available at: http://www.curriculumonline.ie/Senior-cycle/Subjects/English (Accessed: 17 June 2016).

When studying the English curriculum (Ireland, 1999)...

European Union publications Name of EU institution Year of publication Title Publication details (place and publisher)

European Commission (2010) Education and training for social inclusion: European success stories. Luxembourg: Office for Official Publications of the European Communities.

Social inclusion is paramount (European Commission, 2010)…

International organisations’ publications Institution or organisation name Year Title Publication details (place and publisher) For online version, omit the publication details and add the following information: Medium [Online] URL and date accessed

World Health Organization (1988) Development of health education in South-East Asia. New Delhi: World Health Organization Regional Office for South-East Asia.

The report by the World Health Organization (1988)...

Online example World Health Organization (1985) The Child survival and development revolution and the health education challenge. World Health Organization. [Online]. Available at: http://whqlibdoc.who.int/hq/1985-86/WHO_UNICEF_HED_85.7.pdf (Accessed: 12 March 2007).

A report by the World Health Organization (1985)...

Reports Author (will often be a company or organisation) Year (when the report was published) Title Publication details (place and publisher) For online version, omit the publication details and add the following information: Title of the database or online collection Medium [Online] URL and date accessed

Company annual reports Aer Lingus Group plc (2010) Annual information update. [Online]. Available at: http://www.aerlingus.com/media/aerlinguscom/AnnualInformationUpdate2010FINAL.pdf (Accessed: 9 June 2010).

The company targeted the younger traveller (Aer Lingus Group plc, 2010)...

Financial reports Eircom (2008) 'Eircom quarterly report', Finfacts. [Online]. Available at: http://www.finfacts.com (Accessed: 4 January 2009).

‘Eircom reported 2% fall in quarterly earnings’ (Eircom, 2008).

Market research reports Mintel (2007) 'Marketing to children: children's eating habits', Mintel Ireland International Reports. [Online]. Available at: http://reports.mintel.com/sinatra/reports/view&name=reports_subs/&levels=50163,51169,50 0154/display/id=232184&anchor=a232184 (Accessed: 7 June 2010).

Mintel (2007) analysed the marketing of food to children in Ireland.

Research reports NCTE (2008) Investing effectively in information and communications technology in schools 2008-2013. [Online]. Available at: http://www.ncte.ie/media/Final%20ICT%20Strategy_group_report.pdf (Accessed: 7 May 2009).

Access to Broadband should be improved (NCTE, 2008, p.22).

Scientific and technical information

British standards Name (organisation that authored the information) Year Standard details (number and title) Publication details (place and publisher) For online version, omit the publication details and add the following information: URL and date accessed

British Standards Institute (2009) BS EN 16001:2009: Energy management systems. Requirements with guidance for use. London: British Standards Institute.

Many systems and processes are necessary in order to improve energy efficiency (British Standards Institute, 2009).

Online example British Standards Institute (2009) BS 8902:2009: Responsible sourcing sector certification schemes for construction products. Specification. StandardsUK.com [Online]. Available at: http://shop.bsigroup.com (Accessed: 12 December 2009).

The importance of green procurement strategies in the building and construction sectors is ever-growing (British Standards Institute, 2009).

Graphs Author Year Book title (from where the extract was taken) Publication details (place and publisher) Details of graph (page number or figure) Medium, in this case [Graph]

Upitis, R, Phillips, E. and Higginson, W. (1997) Creative mathematics. London: Routledge, p.15, [Graph].

Children created their own graphs (Upitis, Phillips and Higginson, 1997, p.15)...

VLE/Course materials

Author or tutor notes/presentations Author Year Title Module/subject and programme title Medium [Online] URL and date accessed

Whitaker, T. (2014) ‘Sociology and education’, Sociology of Education and Development Education for Masters in Teaching and Learning. [Online]. Available at: http://matl.hiberniacollege.net/ (Accessed: 23 July 2014).

‘Sociology is the scientific study of society’ (Whitaker, 2014).

Discussion groups, forums or message/bulletin boards Author Year (when the item was posted) Subject of the item Name of forum/group Date (Day and month when posted) [Online] Contact e-mail

Simkin, J. (2011) ‘TES resources’, The Education Forum, E-learning, 30 March. [Online]. [email protected] .

...when discussing e-learning (Simkin, 2011).

FAQs Authors

If there are more than three authors, editors or contributors listed on the title page, how many do I include in the reference list?

All authors, editors or contributors to the work listed on the title page must be included in the reference list.

What if there is an organisation listed instead of an author?

Organisations and other corporate bodies can be referenced as authors.

Can I use ‘anonymous’ in the reference list if there is no author?

No. Use the title of the work instead and continue with the citation order as listed.

What if an editor instead of an author is listed?

Credit the editor(s) by using (ed.) or (eds.) after their name(s).

What happens if there is no date given for the material being referenced?

Indicate this using (no date).

Where do I take the title from?

Take the information from the title page of the work, if applicable, or from whichever original source is being used.

What words are capitalised when referencing a title?

All proper nouns are capitalised and the first letter of the first word in the title. This is regardless of how the work is capitalised on the title page. Some publications like Acts, Statutory Instruments and journal titles have the key words in the title capitalised also. See the examples.

Are all titles to be written in italics?

No. Book and journal titles are in italics. You need to check other examples as some titles are written in single quotation marks.

Where does the information about the edition go? When and how do I include this?

The edition number is included when the work is not a first edition. It is added after the title information and the following abbreviation is used (edn.), for example, 4th edn.

Publication details

Do I always include the publication details (place and publisher)?

Yes. Always include publication details for books.

Page numbers

When do I include page numbers?

If you quote directly from a work, you must include the page number(s).

What URL do I include?

For a web page or other online source, include the full URL where possible so that the reader can locate the material if they wish to.

Reference list Cambridge advanced learner’s dictionary (2010) [Online]. Available at: http://dictionary.cambridge.org/dictionary/british/plagiarize (Accessed: 17 June 2010).

Creme, P. and Lea, M.R. (2008) Writing at university: a guide for students. Maidenhead: Open University Press.

Elton-Chalcraft, S., Hansen, A. and Twiselton, S. (2008) Doing classroom research: a step- by-step guide for student teachers. Berkshire: Open University Press.

Grafton, A. (1999) The footnote: a curious history. Harvard University Press.

Irish Patents Office (2010) Student zone overview. Available at: http://www.patentsoffice.ie/en/student.aspx (Accessed: 18 June 2010).

Neville, C. (2007) Complete guide to referencing and avoiding plagiarism.

Pears, R. and Shields, G. (2010) Cite them right: the essential referencing guide. Basingstoke: Palgrave Macmillan.

Trinity College (2010) Trinity College Library Dublin catalogue. [Online]. Available at: http://library.catalogue.tcd.ie/ (Accessed: 15 October 2010).

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Program overview.

• Publishing activities began: 2022
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• Open access focus: One priority among many
• Portion of Open Access publications: Most
• Publishing Languages: English, Irish

Program Organization

• Organization of publishing services: Services distributed across campus
• Advisory/editorial board: No
• Total staffing in Full Time Equivalents (FTE): 3
• Individual people: 3
• Funding sources: Library operating budget; non-library campus budget

Publishing Activities

• Conference papers and proceedings
• Electronic theses and dissertations (ETDs)
• Grey literature
• Hibernia College Education Papers: Volume 1 (anthology)
• Hibernia College Education Papers: Volume 2 (anthology)
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• Hibernia College Education Papers: Volume 4 (anthology)
• Voice of Educators in 21st Century Ireland (anthology)
• Library and information services
• Digital learning
• Internal partners:  Campus departments or programs; individual faculty
• Other publishing entities administered by your library: No
• Other publishing entities within your library’s parent institution: No
• Program’s openness to working with external partners: Open to working with any external partner
• Part of a consortium which provides support for publishing? (e.g. platform, funding): No

Technologies & Services

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Assessment, Grading and Certification Policy

Section 1 - introduction  , purpose  , scope  , to whom does the policy apply  , definitions  , section 2 - context  , legal or regulatory context  , sectoral conventions — assessment and standards  , qa guidelines  , other accreditation contexts  , competent authorities  , joint awards  , other awarding bodies  , short courses  , fairness  , consistency  , reliability  , validity  , student responsibilities., transparency  , feedback for students  , part b - principles for the grading of and certification of student work  , grading conventions  , grades  , capping of repeat grade  , pass by compensation  , moderation  , external examining  , certification  .

(1) This policy sets out the College’s approach to assessing students and the principles for assessing and grading student effort.   

(2) It also sets out the context for assessment in Hibernia College and for the maintenance of academic standards.   

(3) Lastly, it sets out policy for the certification of learning in Hibernia College.  

(4) This policy applies to all learners on Hibernia College programmes, including those leading to awards in the National Framework of Qualifications (NFQ) validated by Quality and Qualifications Ireland (QQI).   

(5) This policy also applies to all Staff, Faculty and Adjunct Faculty with a role in assessing students on programmes where effort is formally assessed.  

Who is responsible for implementing the Policy ?  

(6) The Academic Board, as the ultimate academic decision-making body in the College, is responsible for approving this policy and delegating specific assessment responsibilities to the Board of Examiners.  

(7) The Programme Directors, with the help and collaboration of the Registrar, are responsible for ensuring that this policy is carried out in respect of academic programmes.  

(8) The maintenance of award standards, and any associated academic standards, is firstly the responsibility of the Faculty and Adjunct Faculty member(s) assessing students.  

(9) The Registrar, as the person with overall responsibility for the implementation of the Hibernia College Quality Framework and academic administration, is responsible for ensuring that assessment is conducted in line with the approved policies and procedures .  

(10) Assessment is a complex concept which includes many different types of activity and can have a number of purposes. A primary purpose of assessment is to enable a judgement to be made as to whether the learner has reached the required standards, knowledge, skills and competencies level for the award and has met the specified learning outcomes for that programme of study. It is regulated by a significant body of Higher Education policy and sectoral convention. Hibernia College adopts the interpretations set out in the QQI policy document Assessment and Standards  (2022) as applicable to assessment in the College.  

(11) Award Standards – An award standard is a threshold award standard as constructed by the 2012 Act. ‘They describe standards of knowledge, skill or competence to be acquired, and where appropriate, demonstrated, by a learner before an award may be made.’ (Quality and Qualifications Ireland, 2014)

(12) Professional Standards – Some programmes may also lead to a ‘professional standard’ which can be defined as an ‘ethical or legal duty of a professional to exercise [a] level of care, [competence], diligence, and skill prescribed in the code of practice of his or her profession, or as other professionals in the same discipline would in the same or similar circumstances’. 

(13) Hibernia College, as a provider of programmes leading to QQI awards, adopts and is bound by the sectoral conventions for assessment , grading, certification and the maintenance of academic standards set out in Assessment and Standards .  

(14) These sectoral conventions specify many of the rules for assessment of learners on programmes leading to awards in the National Framework of Qualifications (NFQ) , as well as for the maintenance of standards.  

(15) In the unlikely event of an unintentional conflict between information provided by Hibernia College and Assessment and Standards , the sectoral convention prevails.  

(16) This policy is designed with regard to the European Standards and Guidelines , QQI’s Core Statutory Quality Assurance Guidelines and Sector Specific Independent/Private Statutory Quality Assurance Guidelines and the Topic Specific: Blended Learning Programmes Statutory Quality Assurance Guidelines for Providers of Blended Learning , all of which set out expectations that providers will have suitable policy and procedure in place to support assessment , grading and certification.  

Policies for Certification and Validation  

(17) As the policy applies to the grading and certification of assessment on QQI-validated programmes , it is also designed with regard to QQI’s Policy and Criteria for Making Awards and Policies and criteria for the validation of programmes of education and training . 

(18) Where there are regulations or rules for assessment specified by a competent authority for a programme leading to registration as a member of a profession, these regulations will be specified in relevant programme documentation  and complied with in respect of that programme .  

(19) Where a programme is designed to lead to a joint award of QQI and another awarding body, the specific assessment and awarding requirements will be established in a formal legal agreement.  

(20) Where a programme is designed to lead to an award of an awarding body other than QQI, the principles and concepts of QQI’s Assessment and Standards  (2022) are used to inform the quality assurance context for that programme's assessment .  

(21) Programmes designed to be of less than three months’ duration or five ECTS may in some circumstances not be designed to lead to an award of any awarding body. Nevertheless, the principles and concepts of QQI’s Assessment and Standards  (2022) are used to inform the quality assurance context for that programme's assessment , and any ensuing certification is clear that no award is being made.  

Other Hibernia College Policies and Procedures   

(22) It is important that this policy be read alongside other supporting policies , procedures and documents depending on the context of the relevant programme and piece of student effort being assessed. Specifically, this policy is supported by:  

Programme documents  

(23) Programme and module-specific assessment rules and strategies are set out in the relevant programme documentation which is brought to Academic Board for approval. 

Supporting policies   

(24) The Hibernia College Quality Framework also consists of a range of other policies and procedures and resources linked to assessment and student progression. These:  

• Support Faculty and Adjunct Faculty in the development of programmes and their associated assessment instruments, and assist in the maintenance of award standards and the principles underpinning assessment   
• Support students in their undertaking of assessment on their programme and their journey through their programme   

Section 3 - Policy STATEMENTS  

Part a - principles for assessment   .

(25) Assessment of student effort is underpinned by the following principles:  

• Students have an equitable opportunity to demonstrate their achievement of learning outcomes.  
• Assessment tasks reflect the type and level of the learning outcome(s) being assessed. This means that students are not assessed on knowledge, skill or competence they have not had an opportunity to acquire.  
• The number of fair attempts a student has for a module is clearly outlined in programme documentation. A fair attempt is one in which no factor beyond the student’s immediate control prevents them from demonstrating their knowledge, skill and/or competence in the assessment tasks for the module, unless this is prohibited by the relevant programme document.  
• Students may expect assessment to be administered in line with this policy .  
• Assessment outcomes are comparable from student to student, cohort to cohort and programme to programme . This does not mean assessment is done in the same way but that assessments are equally fair and outcomes are broadly comparable.  
• Student effort is always judged based on the achievement of learning outcomes and no other criteria.  
• Assessments are a genuine evaluation of achievement of learning outcomes incorporating an academic judgement.  
• Students are assessed by competent Faculty. Assessment outcomes are internally verified and externally reviewed.  
• Assessment procedure and administrative processes are reviewed regularly to ensure these regulations are applied and that administrative processes remain sound.  
• A variety of appropriate assessment techniques and methodologies are used across programmes and cohorts.  
• Assessment strategies, types and methodologies are regularly reviewed and improved.  
• The outcomes of assessment decisions are a valid means to enable student progression, certification and, where relevant, professional registration.  
• Assessment outcomes are accompanied by qualitative feedback on the student’s effort which correlates with the marks awarded.   
• Assessment supports effective teaching and learning.  
• Assessment tasks are authentic and resemble the kinds of professional tasks that arise in the relevant community of practice as and when appropriate.  

(26) Students are responsible for:  

• Demonstrating their achievement of the learning outcomes  
• Familiarising themselves with these regulations (and associated procedures) and any other policies and procedures that apply to their programmes   
• Complying with all rules and regulations relating to the assessment of their efforts  
• Undertaking assessment in a fair and honest manner and in line with best academic integrity practices. Academic misconduct is discouraged through appropriate instruction, positive example and the use of clearly communicated deterrents and sanctions  
• Engaging authentically with all feedback, taking cognisance of the feedback provided  

(27) Students are informed in advance of:  

• Learning outcomes  
• Assessment schedule and strategy  
• Due Dates 
• Marking criteria and any rubrics used  
• Assessment specific requirements or conventions  
• Decision-making and appeals processes  

(28) This means that students are aware of why, how and when they will be assessed.  

(29) Students are entitled to receive qualitative feedback on their assessment effort.   

(30) Feedback types include:    

• Informal — This is the normal kind of day-to-day student/teacher interaction that can help a student engage in best practice through the programme .  
• Formal feedback accompanying summative assessment outcomes — This is the feedback that is formally given alongside grades. This policy and procedure primarily relates to this type of feedback.  

(31) Feedback should be:  

• Timely — feedback accompanies the grade received and is received in sufficient time to enable the student to take account of the feedback as part of their learning.  
• Individualised — Feedback is specific to the student and the work being assessed.  
• Regular — Qualitative feedback (in some form) accompanies all grades awarded, with the exception of the final grade approved by the Board of Examiners.  
• Related to the work presented — The language used should be consistent with the descriptors associated with the grade awarded.  
• An aid to learning — Feedback supports the teaching, learning and assessment process. Feedback provides, for instance, guidance on areas for improvement.  
• Plain English: The feedback should be communicated clearly and with the purpose of being understood by the student  

(32) QQI’s sectoral conventions on the grading and certification of student work apply in full to all programmes . Conventions on grading bands, attainment of learning outcomes, and award classifications are established in Assessment and Standards .  

(33) Grading of work shall always be criterion-based and not norm-based.  

(34) Programmes and modules can be graded using either ‘Pass/Fail’ or a percentage grading system.  

(35) Programme and module grades are provisional until agreed at a formal meeting of the Board of Examiners.  

(36) Where an exemption is granted for graded work, the Board of Examiners may choose whether to allow the grade to contribute to the overall classification or not.  

(37) The College avoids issuing borderline grades (e.g. 39%) where possible. Instead, a clear decision is made, using established procedures agreed and reviewed by Academic Leadership about the grade band into which the student’s effort falls. A pre-Board of Examiners meeting is held at programme level to provide an opportunity to review any borderline grades in a transparent manner.  

(38) Matters relating to individual students and Examiners during the assessment procedure must be treated as strictly confidential by all Assessors.  

(39) Grades indicate the extent to which a student has met or exceeded the minimum intended learning outcomes for the relevant assessment .  

(40) A grade of 40% indicates that the student’s effort meets the minimum intended learning outcomes for the relevant assessment .  

(41) A grade of greater than 40% indicates that the student’s effort exceeds the minimum intended learning outcomes. Higher grades indicate and differentiate the extent to which they have been exceeded.   

(42) A grade of less than 40% indicates that the minimum intended learning outcomes were not met.   

(43) A marginal fail of 35-39% indicates that the student’s effort either almost meets the minimum intended learning outcomes or that some but not all of the learning outcomes were met. Students with a marginal fail grade for a module may be eligible to pass by compensation, subject to programme specific rules.   

(44) An outright fail of less than 35% indicates that the minimum intended learning outcomes have not been met to any acceptable extent.  

(45) Sectoral Convention 3 in relation to grade capping for repeat assessment of modules has been modified. This means that from April 2022, the cap will apply to the module grade only and not to the award classification.  

(46) The overall award classification will be based on the weighted average of final modules results, including modules that have been capped following a repeat of an assessment . As per the revised Assessment and Standards (2022) and subsequent ratification by Academic Board, Sectoral Convention 3 in relation to grade capping for repeat assessment of modules has been modified and the cap subsequently applies to the module grade and not to the award classification.  

(47) Pass by compensation means that a student who has achieved a marginal fail (35-39%) can, at the discretion of the Board of Examiners, pass the module by compensation.  

(48) Compensation can only be applied to a full set of marks approved by the Board of Examiners.  

(49) Compensation can only be applied to modules where programme rules allow it.   

(50) Compensation can only be applied to first attempts at assessments . It cannot be applied to results of repeat assessments .   

(51) Students must pass overall at the assessment stage in order to pass by compensation in specific modules; that is, their average mark must be 40% or higher.   

(52) Students can only compensate for a certain number of modules. This is to ensure that, where a student fails a string of modules in the same stage, the results are reinforced. To allow for pass by compensation in such instances, the following criteria applies:  

• The aggregate of excesses of percentage marks over 40% must be greater than or equal to twice the aggregate of deficits under 40%.   
• The total of potentially compensable results account for no more than one-third of the total credit for the stage; that is, 20 credits in a 60 credit stage, or 10 credits in a 30 credit stage.  

(53) As indicated to obtain reliable results, assessment outcomes are internally verified and externally reviewed. Moderation is a form of internal verification.  

(54) Moderation is a process to ensure consistency of standards and fairness across assessments within a programme . It concerns providing fair assessment (quality assurance) and adjusting outcomes of an assessment where necessary to ensure fairness of marking (quality control).  

(55) Moderation is undertaken by an academic nominated by the Programme Director and at programme level. It is not regarded as double marking as the moderator acts as a review of standards and consistency specific to assessment criteria.  

(56) The moderated sample will include work from all grade bands, all borderline grades and all provisional fails plus any script for which the original marker or Programme Director has identified concerns.   

(57) At a minimum, a sample of all grades awarded at each band of award are subject to internal moderation.  

(58) Where more than one Assessor is responsible for grading, a sample from all Assessors will be included in the moderation sample. Sampling should concentrate on boundaries of classification and should normally be 10% to 15% of assessed work.  

(59) The external examining process is a quality assurance mechanism that supports the maintenance of academic standards, including the fair and consistent assessment of students.  

(60) External Examiners act as independent and impartial advisers providing the College with informed feedback on the standards set and student attainment in relation to those standards, i.e. intended learning outcomes and actual student attainment.  

(61) An External Examiner's functions can be discharged by an individual or by a team of External Examiners.  

(62) External Examiners are often drawn from the Higher Education community. They can be drawn from other communities of practice provided they have the necessary competencies.  

(63) For each stage of each cohort, a sample of all assessment instruments are considered by an External Examiner to ensure they are comparable with assessment instruments in other Higher Education Institutions and appropriate for the intended learning outcomes.  

(64) At a minimum, a sample of grades awarded at each band, including fails and borderline grades, are subject to consideration by an External Examiner.  

(65) Students are entitled to certification for completed programmes .  

(66) Students who do not complete programmes on which they have been registered are entitled to accurate transcripts indicating their learning attainments.  

(67) Certification of programmes leading to National Framework of Qualifications (NFQ) awards is conducted by QQI.  

(68) Certification of programmes not leading to awards is undertaken with care to ensure that learners are clear about the nature of the programme and its certification status.  

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I am a PME Primary student. Can I complete Block 1 of my school experience placement in First Class and Block 2 in Fourth Class?

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Faculties & Schools

English language & literature.

Welcome to the Department of English Language and Literature here at Mary Immaculate College. In deciding to study this subject, you are joining a community of teachers, academics, scholars and researchers who are publishing to an international standard in their chosen areas of the discipline. There are a broad range of modules offered at undergraduate level and a variety of programmes available for those interested in pursuing postgraduate study.

Online Taught MA in English Literature

Our undergraduate degree teaches the development of the English Language and Literature from the time of Shakespeare to the present, and we teach a range of poems, plays, and novels from representative periods of history. We also offer modules that concentrate on the language of English in some detail, and our use of corpus linguistics, sociolinguistics and the area of applied linguistics in general, allow students to see how words and meaning evolve in the context of normally used words in discourse. 

We also offer modules in English as a Foreign Language (EFL), Teaching English as a Foreign Language (TEFL) and English for Academic Purposes. Students who take the TEFL elective modules receive a formal TEFL qualification.

At postgraduate level, we have graduated:

•   63 PhD students over the last 16 years
• 175 students in the Taught MA in English Language and Literature
•   75 students in the Taught MA in Applied Linguistics

We have set up a Structured PhD in Applied Linguistics, which began in 2016, in which 19 students are currently enrolled.

Our Taught MA in Modern English Literature; Taught MA in Applied Linguistics and Structured PhD in Applied linguistics are now fully online.

Online MA in Modern English Literature Poster 2022-2023 .

We are very research-active and members of staff are widely published in national and international journals and by prestigious academic presses internationally. 

Download the English Language & Literature Departmental Handbook 2021-2022  which contains information about modules, referencing conventions and research and publications done by Department members.

Download the departmental referencing guide,  Cite It Right .

• Subject Overview

Undergraduate

See below for a list of modules in the Bachelor of Arts programme in descending order from First Year onwards:

Please note: Students who take the TEFL elective modules receive a formal TEFL qualification.

Please note: EH4728: Romantic Literature in English and EH4727: Interpreting Literature below are elective modules on  Bachelor of Education  programme.

EH4711: Introduction to Literature 1

Introduction to the skills needed for responding to poetry, drama and prose fiction with pleasure and insight.

EH4712: Introduction to Literature 2

Expansion and deepening of the knowledge of poetry, drama and fiction developed in EH4711.

EH4713: The Development of Modern Drama

A study of the emergence of modern drama; innovatory trends and developments in 20th century theatre; Theatre of Realism; Theatre of the Absurd; modern tragicomedy and Irish dramatists.

EH4734: The Novel in the 20th Century

A study of the development of different aspects of the modernist and postmodernist novel form in the 20th century. Selections from Irish, European and American authors.

EH4754: Literature and Society

This module will introduce students to a range of historical and contemporary issues, including gender and sexuality; race; imperialism; memory; technology; globalization and environmentalism. Such an approach will foreground the processes of literary creation but will also enjoin students to self-reflect on their own implication in debates around (i) the politics of language and (ii) latter-day forms of cultural imperialism.

TL4713/TL4714: Teaching English as a Foreign Language 1 & 2 (Elective)

In Second Year, BA students have the option of taking two elective modules to enable them to gain knowledge in teaching the English language to non-native speakers.

EH4737/EH4738: Undergraduate Dissertation

Students can choose to do their undergraduate dissertation in a topic related to English Language & Literature in consultation with department staff.

EH4717: Literary Modernism

An investigation into the nature of the major formal technical innovations in the twentieth century literature through an analysis of some notable primary texts: Modernism and the form of the novel; the gender of Modernism; Modernism and the poetic voice.

EH4727: Interpreting Literature

The practice of literary criticism and the principal features of literary theory from classical to modern times; the classical debate; renaissance neo-platonism and neo-classicism: the Enlightenment; European romanticism; New Criticism; Structuralism; Marxism; Feminism; Post-Structuralism and after. Applications of theoretical models to different texts and generic structures.

EH4718: Elizabethan-Jacobean Theatre: Shakespearean Drama and its Contexts

Drawing on selected texts, attention will be given to a range of the following: drama and society in the 16th and 17th centuries; Shakespeare as an Elizabethan-Jacobean playwright; Shakespeare and tragedy; dynamics of the comic form; presenting the female; patriarchal structures; political Shakespeare; power, ideology and theatrical representations; critical approaches, readings and interpretations of the plays and the formal properties of Shakespeare’s dramatic art.

EH4728: Romantic Literature in English

Selections from the literary and critical works of the principal writers of the Romantic movement e.g. Wordsworth, Coleridge, Blake, Keats, Shelley, etc.

Postgraduate

See below for a list of modules in postgraduate programmes in the Department of English Language and Literature:

Structured PhD in Applied Linguistics

The doctoral programme in Applied Linguistics, launched in September 2016, is a four-year full-time programme, which includes a combination of taught modules (in Year One of the programme) and individual research, the principal component being the doctoral thesis. The core educational principle of the programme is that it will be research-led and will entail engaging with cutting-edge research across a range of sub-fields of Applied Linguistics. A range of pedagogical strategies will be deployed to promote active research-led learning and scholarship.

Residential summer schools will also be a key component of the programme and will allow students to engage with high profile Applied Linguists and also to present their own research, with the aim of fostering their development as independent researchers.

Professor Eugene O'Brien

• Phone: +353 61 204989
• Email: [email protected]
• Location: G65

Dr Eoin Flannery

• Phone: +353 61 204386
• Email: [email protected]
• Location: L108

Dr John McDonagh

• Phone: +353 61 204383
• Email: [email protected]
• Location: N34

Professor Anne O'Keeffe

• Phone: +353 61 204957
• Email: [email protected]
• Location: G15

Dr Deirdre Flynn

• Email: [email protected]
• Location: R121 (Res Block)

Giana Hennigan

• Email: [email protected]
• Location: JHN 222

Meet the Researcher - Dr Brian Clancy

Dr Brian Clancy lectures on the MA and Structured PhD programmes in Applied Linguistics in the Department of English Language and Literature. He is the author of Investigating Intimate Discourse (Routledge, 2016) and Introducing Pragmatics in Use (Routledge, 2011, 2nd ed. 2020), with Prof. Anne O'Keeffe, MIC and Prof. Svenja Adolphs, University of Nottingham. He is the programme coordinator of MIC's new BA in English Language and Literature.

What did you study as an undergraduate and postgraduate?

I did a BA Liberal Arts in the University of Galway. Due to a subject choice malfunction on my part, I graduated with a degree in English and Maths. The following year I completed a Higher Diploma in Education. I quickly discovered that secondary school teaching wasn’t for me, and after some time scratching my head in Berlin, I registered for a Graduate Diploma in Teaching English as a Foreign Language (TEFL) in UL. This was quickly followed by an MA in Applied Linguistics, also in UL. I taught English for a while in a range of different settings before signing up for a PhD in Applied Linguistics in MIC, which I completed in 2010.

Tell us a bit about your research

I’m very interested in spoken language, particularly in how family members speak to one another. One of the most important areas that we sometimes think about least but that matters the most, is politeness. Politeness, for a linguist, is not about speaking with your mouth full or using the right fork at dinner, it’s about the language we use to build and maintain harmonious relationships with one another. I’ve found that family members are polite to one another in a very different way to, say, how they might be polite to people from outside the family group such as friends, classmates or work colleagues. So, one of the things I do is examine the language that characterises politeness in the family. The language of politeness is very different in private settings than it is in public ones, but it is the public settings that we worry most about as the consequences of being impolite to our boss, for example, can be serious. My research shows that we pay a lot of attention to being polite to family members also, even though we mightn’t always think this is the case!

I’m also interested in initial encounters between people and the language we use when we meet each other for the first time as strangers and how this language changes as we become friends (or more than friends). This interest has led me to the reality TV show First Dates (Ireland) . At the moment, I’m looking at people on first dates to see if there are linguistic clues as to why people might like to either meet one another again for another date, or not. There are a lot of interesting linguistic aspects to this, including the point in the date when it comes to paying the bill! My most recent work is focussed on how daters create an ‘intimate space’ to talk. This is often done using certain topics of conversation. Same sex couples often share coming out stories, older couples talk about past relationships (daters sometimes call this ‘baggage’ but research shows that baggage is a positive thing in the dating world), and there are also many instances where couples discuss their tattoos. The study of people’s tattoos, referred to as ‘skinscapes’ in applied linguistic research, has shown how sharing tattoo stories is a playful and empowering act for people.

Finally, I do a lot of research on the small linguistic items that appear to make Irish English different to other Englishes, such as British or American English. My primary interests are why Irish people use items such as shur ( Shur I don’t know ), now ( Careful now! ) or there ( Just missed a call from you there ) differently and more frequently than in a lot of other Englishes. I use electronic collections of spoken language, called ‘corpora’, and specifically designed computer software, called ‘concordancers’, that analyses these collections.

What do you enjoy most about undertaking your research projects?

I do a lot of collaborative research with colleagues from other universities around the world. When you work with others, it involves looking at the same thing, say First Dates , from a number of different perspectives. I really enjoy the process of bringing all these perspectives together. This is especially important during the writing process, where working with two or more authors can result in a piece of writing that looks like it was copied and pasted together. The exciting challenge is to create a piece of writing that looks like it was written by one person!

What do you like about supervising a PhD student or Post Doc researcher?

I have PhD students doing a variety of research projects (e.g. the language of newspapers, protest slogans, first year university students) in a number of different countries. What I like most about this is these students consistently challenge my assumptions about how language functions in the real world.

Do you have any advice for someone who is thinking of taking up a postgraduate programme?

The reality of postgraduate study is that when many people begin a postgraduate programme, there are significant time demands in other areas of their lives. You may have a full-time job or a family, for example, depending on your life stage. My advice is to think very carefully about how you will integrate postgraduate study into your everyday life. MIC offers a range of supports to postgraduate students to help with time management, stress etc., and it’s good to familiarise yourself with these before committing to a programme.

Publications - Department of English Language & Literature

Please see below for a list of journal articles, book chapters, and conference papers from the staff and PhD students in the MIC Department of English Language and Literature from the years 2012-2018.

Journal Articles & Chapters in Academic Books

John McDonagh (2019) ‘Electric Gates in the Celtic Tiger’, in Recalling the Celtic Tiger , edited by Brian Lucy, Eamon Maher and Eugene O’Brien, Oxford: Peter Lang, 105-108.

John McDonagh (2015) ‘ Let Ireland Weep: Poetry of Loss in the First World War ,’ Journal of Franco-Irish Studies , volume 4, number 1, Article 3.

John McDonagh, (2009), ‘Scattered and Diverse: Irish Poetry Since 1990’ in Irish Literature Since 1990 – Diverse Voices , eds. Scott Brewster and Michael Parker (Manchester: Manchester University Press), 121-141.

Eóin Flannery (2019) ‘Debt’, in Recalling the Celtic Tiger , edited by Brian Lucy, Eamon Maher and Eugene O’Brien, Oxford: Peter Lang, 91-92.

Eóin Flannery (2019) ‘Poetry’, in Recalling the Celtic Tiger , edited by Brian Lucy, Eamon Maher and Eugene O’Brien, Oxford: Peter Lang, 249-252.

Eóin Flannery (2019) ‘‘the incorrigible Irishman’: Roger Casement and the ‘greening’ of Irish Studies’, Journal of Scottish and Irish Studies.

Eóin Flannery (2019’The Possibilities of Shame in Dermot Bolger’s Tanglewood ,’ Critical Survey , 31.4, 2019.

Eóin Flannery (2019) ‘Debt as Inheritance’, in Cultural Heritage in France and Ireland edited by Eamon Maher and Eugene O’Brien, Oxford: Peter Lang, 2019, 35-55.

Eóin Flannery (2019) ‘Reading late McGahern: Time, Scale and the Anthropocene’, in Essays on John McGahern: Assessing a Literary Legacy , edited by Eamon Maher and Derek Hand Cork: Cork University Press, 94-111.

Eóin Flannery (2019) ‘The Dispossessed Image,’ in The Ontology of the Artefact , edited by Aoife Banks, Nathan Cahill, and Kate Friedeberg.

Eóin Flannery (2018) ‘Resisting Profit and Loss in Contemporary Irish Eco Poetry’, in Representations of Loss in Irish Literature , edited by Deirdre Flynn and Eugene O’Brien, London: Palgrave/MacMillan, 2018, 133-154.

Eóin Flannery (2018) ‘Scale, Deep Time and the Politics of Representation in Derek Mahon’s  Life on Earth ’, in Irish University Review 48.2, 2018, 281-298.

Eóin Flannery (2017) ‘‘Burning from the inside out’: Colum McCann’s Let the Great World Spin ’, in 9/11 in European Literature: Negotiating Identities Against the Attacks and What Followed edited by Svenja Frank, London: Palgrave/MacMillan, 2017, 83-101.

Eóin Flannery (2017) ‘‘Ill Fares the Land’: Ecology, Capitalism and Literature in (post-) Celtic Tiger Ireland’, in The Postcolonial World , edited by David D. Kim and Jyotsna Singh, London: Routledge.

Eóin Flannery (2016) ‘Essayist of Place: Postcolonialism and Ecology in the work of Tim Robinson’, in Unfolding Irish Landscapes: Tim Robinson, Culture, and Environment , edited by Christine Cusick and Derek Gladwin, Manchester University Press.

Eóin Flannery (2016) ‘Ecocriticism’, in The Year’s Work in Critical and Cultural Theory , Oxford University Press, Autumn 2016, 419-438.

Eóin Flannery (2016) ‘‘Listen to the Leaves’: Derek Mahon’s Evolving Ecologies,’ Criticism: A Quarterly for Literature and the Arts . 57.3, 377-401.

Eóin Flannery (2016) ‘Crocodiles and Obelisks: the literary afterlife of Roger Casement in the work of Jamie McKendrick and W.G. Sebald,’ Breac: A Digital Journal of Irish Studies – Special Issue on Roger Casement 4.

Eóin Flannery (2015) ‘Embracing the Other in Colum McCann’s Zoli (2006)’, in The Leaving of Ireland: Literature, Migration and Belonging, edited by John Lynch and Katherina Dodou, Oxford: Peter Lang.

Eóin Flannery (2015) ‘Internationalizing 9/11: Hope and Redemption in Colum McCann’s Let the Great World Spin ’, in Ireland: Arrivals and Departures – Irish Studies in Europe , edited by Scott Brewster and Werner Huber, 99-108.

Eóin Flannery (2015) ‘‘Decline and Fall’: Empire, Land and the Twentieth-Century Irish ‘Big House’ Novel’, in Ecocriticism of the Global South , edited by Scott Slovic, Swarnalatha Rangarajan and Vidya Sarveswaran, Lexington Books/Rowman & Littlefield, 161-179.

Eugene O’Brien (2019) ‘Vincent Browne’, in Recalling the Celtic Tiger , edited by Brian Lucy, Eamon Maher and Eugene O’Brien, Oxford: Peter Lang, 51-54.

Eugene O’Brien (2019) ‘Fianna Fáil’, in Recalling the Celtic Tiger , edited by Brian Lucy, Eamon Maher and Eugene O’Brien, Oxford: Peter Lang, 121-124.

Eugene O’Brien (2019) ‘Fine Gael – Labour Government 2011–16’, in Recalling the Celtic Tiger , edited by Brian Lucy, Eamon Maher and Eugene O’Brien, Oxford: Peter Lang, 133-136.

Eugene O’Brien (2019) ‘Paul Howard’, in Recalling the Celtic Tiger , edited by Brian Lucy, Eamon Maher and Eugene O’Brien, Oxford: Peter Lang, 159-162.

Eugene O’Brien (2019) ‘Mobile Technology’, in Recalling the Celtic Tiger , edited by Brian Lucy, Eamon Maher and Eugene O’Brien, Oxford: Peter Lang, 199-200.

Eugene O’Brien (2019) ‘U2’, in Recalling the Celtic Tiger , edited by Brian Lucy, Eamon Maher and Eugene O’Brien, Oxford: Peter Lang, 323-326.

Eugene O’Brien (2019) ‘The Rhetoric of Grammar and the Grammar of Rhetoric: An Apophantic Reading of Seamus Heaney’s North’ , in Ireland and the North , edited by Fionna Barber, Heidi Hansson and Sara Dybris McQuaid, Oxford: Peter Lang, 201-222.

Eugene O’Brien (2019) ‘Introduction: Patrimoine /Cultural Heritage in France and Ireland’, with Eamon Maher, in France, Ireland and Patrimony , edited by Eamon Maher and Eugene O’Brien, Oxford: Peter Lang, 1-10.

Eugene O’Brien (2019) ‘ Metanoia and Reflexive Thinking: Towards a Deconstruction of Patrimoine /Cultural Heritage’, in France, Ireland and Patrimony , edited by Eamon Maher and Eugene O’Brien, Oxford: Peter Lang, 13-34.

Eugene O’Brien (2019) ‘A pause for po-ethics’: Seamus Heaney and the Ethics of Aesthetics’, Humanities : Ethics and Literary Practice ( special edition ), Volume 8, number 3, 8,488 words.

Eugene O’Brien (2018) ‘‘Sunk past its gleam in the meal bin’: The Kitchen in the Poetry of Seamus Heaney’, Canadian Journal of Irish Studies , Volume 41, 270-289.

Eugene O’Brien (2018) ‘Introduction: Defining Representations of Loss’, with Deirdre Flynn, in Representations of Loss in Irish Literature , edited by Deirdre Flynn and Eugene O’Brien, London: Palgrave Macmillan, 1-17.

Eugene O’Brien (2018) ‘‘A Pure Change Happened’: Seamus Heaney and the Poetry of Loss’, in Representations of Loss in Irish Literature , edited by Deirdre Flynn and Eugene O’Brien, London: Palgrave Macmillan, 97-114.

Eugene O’Brien (2018) ‘‘Kicking Bishop Brennan Up the Arse’: Catholicism, Deconstruction and Postmodernity in Contemporary Irish Culture’, in The Reimagining Ireland Reader : Examining our Past, Shaping our Future , edited by Eamon Maher, Oxford: Peter Lang, 135-156.

Eugene O’Brien (2017) ‘Introduction’ in Tracing the Cultural Legacy of Irish Catholicism: From Galway to Cloyne, and Beyond, edited by Eamon Maher and Eugene O’Brien, Manchester: Manchester University Press, 1-20.

Eugene O’Brien (2017) ‘‘Belief shifts’: Ireland’s referendum and the journey from Gemeinschaft to Gesellschaft ’, in Tracing the Cultural Legacy of Irish Catholicism: From Galway to Cloyne, and Beyond, edited by Eamon Maher and Eugene O’Brien, Manchester: Manchester University Press, 145-160.

Eugene O’Brien (2017) ‘Jacques Lacan’, in Oxford Bibliographies in Literary and Critical Theory , edited by Eugene O’Brien. New York: Oxford University Press, 2017, 19,520 words. Visit Oxford Bibliographies here .

Eugene O’Brien (2016) ‘Introduction’ in The Soul Exceeds its Circumstances: The Later Poetry of Seamus Heaney , edited by Eugene O’Brien, Notre Dame, Indiana: University of Notre Dame Press, 1-29.

Eugene O’Brien (2016) ‘‘The Door’ Stands Open: Liminal Spaces in the Later Heaney’, in The Soul Exceeds its Circumstances: The Later Poetry of Seamus Heaney , edited by Eugene O’Brien, Notre Dame, Indiana: University of Notre Dame Press, 386-411.

Eugene O’Brien (2016) ‘‘Desidero ergo sum (I desire therefore I am)’: Towards a Psychoanalytic Reading of the Advertising of Perfume’, Irish Communications Review , volume 15, issue 1, 201-236.

Eugene O’Brien (2016) ‘Re-membering the Rising: A Theoretical Reading of the Politics of Memory’, Moving Worlds: A Journal of Transcultural Writings Special Easter 1916 Centenary Edition , volume 16, number 1, 3-16.

Eugene O’Brien (2015) ‘‘The Golden Calf’’: Irish Crime and the Deconstruction of Irish Society’, in The Leaving of Ireland: Migration and Belonging in Irish Literature and Film , edited by John Lynch and Katherina Dodou, Oxford: Peter Lang, 253- 272.

Eugene O’Brien (2015) ‘The Subjective Real in William Trevor’s ‘Justina’s Priest’’, in The Journal of the Short Story in English, Les cahiers de la nouvelle , Autumn 2015, number 63, 195-210.

Eugene O’Brien (2015) ‘‘An Art that knows its Mind’: Prayer, Poetry and Post-Catholic Identity in Seamus Heaney’s ‘Squarings’’, in Études Irlandaises , volume 39, number 2, 127-143.

Anne O’Keeffe and Farr, F. (2019) ‘Using corpora to analyse language’, in the Routledge Handbook of English Language Teacher Education , edited by S. Walsh and S. Mann, Abingdon: Routledge, 268-282.

Anne O’Keeffe and Amador-Moreno, C. P. (2018) He's after getting up a load of wind: a corpus-based exploration of be + after + V-ing constructions in spoken and written corpora, in Voice and Discourse in the Irish Context, in Villanueva-Romero, Diana, C. P. Amador Moreno and Manuel Sánchez García, Basingstoke and New York: Palgrave-Macmillan, 47-73.

Anne O’Keeffe (2018) ‘Corpus-based function-to-form approaches’, in Methods in Pragmatics, edited by A. H. Jucker, K. P. Schneider and W. Bublitz, Berlin: Mouton de Gruyter, 587 – 618.

Anne O’Keeffe and Mark, G. (2018) ‘The grammars of English’, in The Routledge Handbook of English Studies, edited by P. Seargeant and A. Hewings, Abingdon: Routledge, 136-149.

Anne O’Keeffe and Ní Mhocháin, R. (eds) (2018) Corpus Pragmatics 2(4).

Anne O’Keeffe and Ní Mhocháin, R. (2018) ‘Introduction’, Corpus Pragmatics 2(4), 217-219.

Anne O’Keeffe and Mark, G. (2017) ‘The English Grammar Profile of learner competence: Methodology and key findings’, International Journal of Corpus Linguistics 22: 4, 457-489.

Anne O’Keeffe, Becker Lopes Perna, C. (eds) (2017) Letras de Hoje: Estudos e debates em linguística, literature e língua portuguesa 52(3), special issue on ‘The Pragmatics of Interlanguage’.

Anne O’Keeffe and Becker Lopes Perna, C. (2017) ‘The Pragmatics of Interlanguage’. Letras de Hoje: Estudos e debates em linguística, literature e língua portuguesa 52(3), 284-285.

Anne O’Keeffe and Ní Mhocháin, R. (eds) (2017) Corpus Pragmatics 1(4), 293-295.

Anne O’Keeffe and Ní Mhocháin, R. (2017) ‘Introduction’, Corpus Pragmatics 1(4): 293–295.

Anne O’Keeffe, Ring, E., Mhic Mhathúna, M., Moloney, M., Hayes, N., Breathnach, D., Stafford, P., Carswell, D., Keegan, S., Kelleher, C., McCafferty, D., Leavy, A., Madden, R. and Ozonyia, M. (2017) An examination of concepts of school readiness among parents and educators in Ireland . Dublin: Department of Children and Youth Affairs.

Anne O’Keeffe, Caines, A and McCarthy, M. J.  (2016) ‘Spoken language corpora and pedagogic applications’, in Routledge Handbook of Language Learning and Technology , edited by F. Farr and L. Murray, London:   Routledge, 348-361.

Anne O’Keeffe and Moloney, D. (2015) ‘Blended Learning: a case study in language teacher education’, in The Cambridge Guide to Blended Learning , edited by D. Marsh and M. J. McCarthy, Cambridge: Cambridge University Press.

Anne O’Keeffe and Clancy, B. (2015) ‘Pragmatics’, in The Cambridge Handbook on Corpus Linguistics , edited by D. Biber and R. Reppen, Cambridge: Cambridge University Press, 235-251.

Anne O’Keeffe and Vaughan, E. (2015) ‘Corpus Analysis’, in The International Encyclopedia of Language and Social Interaction , edited by K. Tracy, C. Ilie and T. Sandel, Denver, CO: John Wiley & Sons, Inc. 252-268.

Anne O’Keeffe and Róisín Ní Mhocháin (eds) (2017) Corpus Pragmatics   Journal , Springer, 2016-2017 (Special issue).

Anne O’Keeffe, Caines, A., and McCarthy, M. J.  (2016) ‘Spoken language corpora and pedagogic applications’, in  Routledge Handbook of Language Learning and Technology , edited by F. Farr and L. Murray, London:   Routledge, 348-361.

Anne O’Keeffe, and Moloney, D. (2015) ‘Blended Learning: a case study in language teacher education’ in The Cambridge Guide to Blended Learning , edited by D. Marsh and M. J. McCarthy, Cambridge: Cambridge University Press.

Anne O’Keeffe and Clancy, B. (2015) ‘Pragmatics’, in The Cambridge Handbook on Corpus Linguistics , eddied by D. Biber and R. Reppen, Cambridge: Cambridge University Press, 235-251.

Anne O’Keeffe and Cheng, W. (2014) ‘Vague Language’, in Corpus Pragmatics: A Handbook, edited by K. Aijmer and C. Ruehlemann, Cambridge: Cambridge University Press, 686-869.

Anne O’Keeffe and McCarthy, M. J.  (2014) ‘Spoken Grammar’, in Teaching English as a Second or Foreign Language (4th ed.), edited by M. Celce-Murcia, D. M. Brinton, & M. A. Snow, Boston, MA: National Geographic/Cengage, 271 - 287.

Anne O’Keeffe and McCarthy, M. J.  (2014) “Spoken Grammar”, in M. Celce-Murcia, D. M. Brinton, & M. A. Snow (eds) Teaching English as a Second or Foreign Language (4th ed.), Boston, MA: National Geographic/Cengage, pp. 271 - 287.

Amador Moreno, C. P., McCarthy, M. J. and O’Keeffe, A. (2013) ‘Can English Provide a Framework for Spanish Response Tokens?’, The Yearbook of Pragmatics and Corpus Linguistics, 1(1):175-201.

Anne O’Keeffe and Walsh, S. (2012) ‘Applying corpus linguistics and conversation analysis in the investigation of small group teaching in higher education’, Corpus Linguistics and Linguistic Theory, 8(1): 159–181.

Anne O’Keeffe and Farr, F. (2012) ‘Using Language Corpora in Language Teacher Education: pedagogic, linguistic and cultural insights’, in D. Biber and R. Reppen, (eds) Corpus Linguistics (Volume 4): Methods and Applications . London: Sage, 335- 365.

Anne O’Keeffe and Clancy, B. (2012) ‘Using a corpus to enhance pragmatic awareness’, in  M. D. García-Pastor (ed.) Teaching English as a Foreign Language: Proposals for the language classroom. Catarroja, València: Perifèric, pp. 27-60.

Anne O’Keeffe and McCarthy, M. J.  (2012) ‘Analysing Speech Corpora’., in T. Cobb (ed.) The Encyclopedia of Applied Linguistics. New York: Wiley-Blackwell, pp. 104-112.

Anne O’Keeffe (2012) ‘Corpora and Media Studies’, in K. Hyland, M. H. Chau and M. Handford (eds) Corpus Applications in Applied Linguistics . London: Continuum, pp. 117-131.

Anne O’Keeffe and McCarthy, M. J.  (2012) ‘Competencies Explored and Exposed: Grammar, Lexis, Communication and the Notion of Levels’, in T. Summer and M. Eisenmann (eds) Basic Issues in EFL-Teaching and Learning. Heidelberg Universitätsverlag Winter, pp. 55-67.

Anne O’Keeffe (2012) ‘Vocabulary Instruction’, in A. Burns and J. Richards (eds) The Cambridge Guide to Pedagogy and Practice in Language Teaching, Cambridge: Cambridge University Press, pp. 236-245.

Anne O’Keeffe (2011) ‘Media and Discourse Analysis’, in J. P. Gee and M. Handford (eds), The Routledge Handbook of Discourse Analysis , London: Routledge, pp. 441-454.

Anne O’Keeffe (2011) ‘The Media’, in J. Simpson (ed.) The Routledge Handbook of Applied Linguistics, London: Routledge, pp. 67-80.

Anne O’Keeffe (2011) ‘Teaching and Irish English’, English Today , 27(2), 57-63.

Anne O’Keeffe and Walsh, S., Morton, T. (2011) ‘Analyzing university spoken interaction: a corpus linguistics/conversation analysis approach’, International Journal of Corpus Linguistics, 16(3): 326-345.

Anne O’Keeffe and Walsh, S. (2010) ‘Investigating higher education seminar talk’, Novitas-ROYAL , 4 (2), 141-158.

Anne O’Keeffe and McCarthy, M. J. (2010) ‘Historical perspective: what are corpora and how have they evolved? , in A. O’Keeffe and M. J.  McCarthy (eds) The Routledge Handbook of Corpus Linguistics, London: Routledge, pp. 3-13.

Anne O’Keeffe and Amador Moreno, C. P. (2009) ‘The pragmatics of the be + after + V-ing construction in Irish English’, Intercultural Pragmatics , 6 (4): 517-534.

Anne O’Keeffe and Adolphs, S. (2008) ‘Response tokens in British and Irish English’, in K.P. Schneider and A. Barron (eds), Variational Pragmatics, Amsterdam: John Benjamins, pp. 69-98.

Anne O’Keeffe and McCarthy, M. J. (2008) ‘Corpora and the Study of Spoken Language’ , in A, Ludeling, M. Kytö and T. McEnery (eds), Handbook of Corpus Linguistics , Berlin: Mouton de Gruyter, pp. 1-16.

Anne O’Keeffe and Walsh, S., McCarthy, M. (2008) ‘ ‘…post-colonialism, multi-culturalism, structuralism, feminism, post-modernism and so on so forth’ – vague language in academic discourse, a comparative analysis of form, function and context’, in  R. Reppen and A. Ädel (eds), Corpora and Discourse (SCL31), Amsterdam: John Benjamins, pp. 9-29.

Anne O’Keeffe and Walsh, S. (2007) ‘Applying CA to a modes analysis of third-level spoken academic discourse’, in H. Bowles, and P. Seedhouse (eds) Conversation Analysis and Languages for Specific Purposes , Berlin: Peter Lang, pp. 101-139.

Anne O’Keeffe and Evison , J., McCarthy, M. J. (2007). ‘ ‘ Looking out for love and all the rest of it’ : vague category markers as shared social space’, in  J. Cutting (ed.) Vague Language Explored,  Basingstoke: Palgrave, pp.138-157.

Anne O’Keeffe and Breen, M. (2007) ‘ ‘ At the hands of the Brothers : a corpus-based lexico-grammatical analysis of stance in newspaper reporting of child sexual abuse’, in J. Cotterill (ed.), The Language of Sex Crimes , Basingstoke: Palgrave, pp. 217-236.

Anne O’Keeffe and McCarthy, M. J. (2006) ‘Second Language Speaking’, in K. Brown (ed.) Encyclopaedia of Language and Linguistics 2nd Edition , Oxford: Elsevier, pp. 95-101.

Anne O’Keeffe (2005) ‘” You’ve a daughter yourself? ”: a corpus-based look at lexico-grammatical choices and pragmatic effects in question forms in an Irish radio phone-in’, in K.P. Schneider and A. Barron (eds), The Pragmatics of Irish English , Berlin: Mouton de Gruyter, pp. 339-366.

Anne O’Keeffe (2004) ‘‘Like the wise virgins and all that jazz’ – using a corpus to examine vague language and shared knowledge’, Language and Computers, 52(1), 1-20.

Anne O’Keeffe and McCarthy, M. J. (2004) ‘Research in the teaching of speaking’, Annual Review of Applied Linguistics, 24, 26-43.

Anne O’Keeffe and Farr, F., Murphy, B. (2004) ‘The Limerick Corpus of Irish English: design, description and application’ Teanga (Yearbook of the Irish Association for Applied Linguistics), 21: 5-29.

Anne O’Keeffe and McCarthy, M. (2003) ‘‘What's in a name?’ - vocatives in casual conversations and radio phone-in calls’ , in  P. Leistyna and C. Meyer (eds), Corpus Analysis: Language Structure and Language Use , Amsterdam: Rodopi, pp. 153-185.

 Anne O’Keeffe and Binchy, J. (2003) ‘Reading and writing at university – raising genre awareness as initiation into a discourse community’ , in  G. Shiel and U. Ní Dhálaigh (eds), Other Ways of Seeing: Diversity in Language and Literacy. Dublin: Reading Association of Ireland, pp. 220-228.

Anne O’Keeffe and Brosnan, G., Binchy, J. (2003) ‘Feeding back feedback - towards a cyclical model for learner support’ , in  R. Tormey (ed.), Teaching Social Justice : Intercultural and Development Education Perspectives on Education’s Context, Content and Methods, Dublin and Limerick: Irish Aid and Centre for Educational Disadvantage Research, pp. 191-199.

Anne O’Keeffe and Farr, F. (2003) ‘Using Language Corpora in Language Teacher Education: pedagogic, linguistic and cultural insights’, TESOL Quarterly, 37(3), 389-418.

Anne O’Keeffe and McCarthy, M. (2003) ‘‘What's in a name?’ - vocatives in casual conversations and radio phone-in calls’, Language and Computers, 46(1) 153-185.

Anne O’Keeffe and Farr, F. (2002). ‘ Would as a hedging device in an Irish context: an intra-varietal comparison of institutionalised spoken interaction’ , in  R. Reppen, S. Fitzmaurice and D. Biber, (eds), Using Corpora to Explore Linguistic Variation , Amsterdam: John Benjamins, pp. 25-48.

Anne O’Keeffe (2002) ‘Exploring indices of national identity in a corpus of radio phone-in data from Irish radio’ , in A. Sánchez Macarro (ed.), Windows on the World: Media Discourse in English, Valencia: Universidad de Valencia, pp. 91-113.

Anne O’Keeffe (2001) ‘Five ideas for using authentic television clips’, Forum for English Language Teachers (Ireland) , 3(3): 14-17.

Anne O’Keeffe (2001) ‘TEFL in Ireland - reflecting a profession?’, Forum for English Language Teachers (Ireland) , 3(2): 6-11.

Anne O’Keeffe and Barker, G. (1999) ‘A Corpus of Irish English – Past, Present, Future’. Teanga (Yearbook of the Irish Association for Applied Linguistics), 18, 1-11.

Anne O’Keeffe (2000) ‘Exploring television as an exponent of pragmatic and sociocultural information in foreign language learning’ , in  T. Lewis and A. Rouxeville (eds), Technology and the Advanced Language Learner , London: CILT, pp. 23-52.

Anne O’Keeffe (2000) ‘Undergraduate Academic Writing: an analysis of errors and weaknesses in syntax, lexis, style and structure’ , in  G. Shiel, U. Ní Dhálaigh and E. Kennedy (eds), Language and Literacy for the New Millennium, Dublin: Reading Association of Ireland, pp. 167-186.

Kathryn Laing (2019) ‘The Young Rebecca Revisited: 1911-1920’ in Women , Periodicals, and Print Culture in Britain, 1890s­1920s: The Modernist Period , edited by Faith Binckes and Carey Snyder, Edinburgh: Edinburgh University Press, pp. 169-182.

Kathryn Laing and Faith Binckes (2019) ‘Was this ‘the most gifted woman Ireland ever produced?’: Hannah Lynch (1859-1904) in the Irish Times Online: Fri, Jul 26, 2019.

Kathryn Laing and Sowon Park (2018) ‘Writing and Politics: Writing the Vote: Suffrage, Gender, and Politics’ in Vol 2 Futility and Anarchy? British Literature in Transition 1920-1940 , edited by Charles Ferrall and Dougal McNeill, Cambridge: Cambridge University Press, pp. 91-107.

Kathryn Laing (2018) ‘‘Only Connect’: Irish Women’s Voices, Latin America and the Irish Women’s Writing Network’ in  Irish Migration Studies in Latin America volume 9, no. 1, pp. 57-71.

Kathryn Laing (2017) ‘Am I a Vorticist?’: Re-Reading Rebecca West’s ‘Indissoluble Matrimony’ in Blast at 100: Centenary Essays , edited by Philip Coleman et al, Leiden: Brill, 44-61.

Kathryn Laing (2017) ‘F. Mabel Robinson: The Aesthetics of Sympathy and Texts of Transition’, in Victorian into Modern: Suturing the Divide, 1875-1935 , edited by Louise Kane and Deborah Mutch, London: Routledge.

Kathryn Laing (2016) ‘Hannah Lynch and Narratives of the Irish Literary Revival’, New Hibernia Review , Volume 20, no. 1 (Spring), 42-57.

Kathryn Laing (2015) ‘George Moore and F. Mabel Robinson: Paris and the Woman Artist’, in George Moore's Paris and his French Ongoing Connections , edited by Mary Pierse et al, Bern: Peter Lang, 133-152.

Joan O’Sullivan (2019) ‘Constructing identity in radio advertising in Ireland’ in Irish Identitities: Sociolinguistic Perspecives, edited by Raymond Hickey and Carolina Amador Moreno, London: De Gruyter Mouton, p. 220-251.

Joan O’Sullivan (2018) ‘Advanced Dublin English in Irish radio advertising: The ‘initiative’ role of advertising in the construction of identity’, English  World-Wide, 2018, 39:1, 60-84.

Joan O’Sullivan and Helen Kelly-Holmes (2017) ‘Verncularization and authenticity in radio advertising in Ireland', World Englishes, 2017 36:2,: 154-299.

Joan O’Sullivan (2016) 'Advanced Dublin English in Irish radio advertising', World Englishes, 32 (3), 358-376, available: onlinelibrary.wiley.com/doi/10.1111 /weng.12036/abstract.

Joan O’Sullivan (2016) 'Language change and ideology in Irish radio advertising', Irish Communications Review . 2016, 15:1, 75-112. 

Joan O’Sullivan (2016) 'Standard Southern British English as referee design in Irish radio advertising’, Linguistics, 2016 , 55: 3, 525-551.

Joan O'Sullivan (2015) 'Pragmatic markers in contemporary radio advertising in Ireland' in Pragmatic Markers in Irish English, edited by Amador Moreno, C. P., McCafferty, K. and Vaughan, E., Amsterdam: John Benjamins, p. 318-347.

Deirdre Flynn (2019) ‘Rural Encroachment in Mary Lavin’s short stories’ in Irish University Review , Vol 49, November 2019.

Deirdre Flynn (2019) ‘The Uncanny City: Delving into the sewers and subconscious of Tokyo in Murakami's Hard Boiled Wonderland and the End of the World’, in Supernatural Cities , edited by Karl Bell, London: Boydell and Brewer.

Deirdre Flynn (2018) ‘Streets of Spectrality: Kevin Barry’s Dystopian City of Bohane’, in Worlds Gone Awry: Essays on Dystopian Fiction , edited by C. Clark Triplett, Ashley G. Anthony & John Han, London: McFarland.

Deirdre Flynn (2018) ‘Holding on to ‘rites, rhythms and rituals’: Mike McCormack’s homage to small-town Irish life and death’, in The Literature of Loss: Representations of Loss in Irish Literature , edited by Deirdre Flynn & Eugene O’Brien 70 – 95, London: Palgrave.

Deirdre Flynn & Eugene O’Brien (2018) ‘Defining Representations of Loss’, with Eugene O’Brien, in The Literature of Loss: Representations of Loss in Irish Literature , edited by Deirdre Flynn & Eugene O’Brien 14 – 43, London: Palgrave.

Deirdre Flynn & Maria Beville (2018) ‘Irish Urban Fictions: An Introduction’, in Irish Urban Fictions , edited by Maria Beville & Deirdre Flynn, pp 11 – 34, London: Palgrave.

Deirdre Flynn (2018) ‘Motherhood, Marriage, and Daughters in Anne Enright's The Green Road’, in Moving Worlds: Women Write Now: Reading the Contemporary , 18.1, 115-126.

Books as Author

Joan O’Sullivan: Corpus Linguistics and the Analysis of Sociolinguistic Change, London: Routledge, 2019

Joan O’Sullivan: Talkin’ Different: Linguistic Diversity and the Irish Traveller Minority , Newcastle: Cambridge Scholars, 2008

Kathryn Laing: Hannah Lynch (1859-1904): Irish Writer, Cosmopolitan, New Woman,  with Faith Binckes, Cork: Cork University Press, 2019

Anne O’Keeffe: Introducing Pragmatics in Use, 2nd Ed., with Clancy, B. and Adolphs, S., Abingdon: Routledge, 2020

Anne O’Keeffe: English Grammar Today, with Carter, R.A., McCarthy, M. J., and Mark G., Cambridge: Cambridge University Press, 2011

Anne O’Keeffe: English Grammar Today – Workbook, with Carter, R.A., McCarthy, M. J., and Mark G., Cambridge: Cambridge University Press, 2011

Anne O’Keeffe: Introducing Pragmatics in Use.1st Ed., with Clancy, B. and Adolphs, S., Abingdon: Routledge, 2011

Anne O’Keeffe: The Vocabulary Matrix: Understanding, Learning, Teaching , with McCarthy, M. J., and Walsh, S., Boston, MA: National Geographic/Cengage, 2009

Anne O’Keeffe: From Corpus to Classroom: Language Use and Language Teaching , with McCarthy, M. J. and R. A. Carter, Cambridge: Cambridge University Press, 2007

Anne O’Keeffe: Investigating Media Discourse . Abingdon: Routledge, 2006

John McDonagh: The Art of the Caveman - The Poetry of Paul Durcan , Cambridge Scholars Press, 2016.

John McDonagh: A Fine Statement: An Irish Poets’ Anthology , Poolbeg Press, Dublin, 2008

John McDonagh: Brendan Kennelly: A Host of Ghosts , Liffey Press, Dublin, 2004

Eóin Flannery: Ireland and Ecocriticism: Literature, History and Environmental Justice New York: Routledge, 2016

Eóin Flannery: Colum McCann and the Aesthetics of Redemption Dublin: Irish Academic Press, 2011

Eóin Flannery: Ireland and Postcolonial Studies: Theory, Discourse , Utopia Basingstoke: Palgrave/MacMillan, 2009

Eóin Flannery: Versions of Ireland: Empire, Modernity and Resistance in Irish Culture , Newcastle: Cambridge Scholars Press 2006

Eugene O’Brien: Seamus Heaney as Aesthetic Thinker :  A Study of the Prose , New York: Syracuse University Press, 2016

Eugene O’Brien: ‘ Kicking Bishop Brennan Up the Arse ’:  Interlacing Texts and Contexts , New York: Peter Lang, 2009

Eugene O’Brien: Seamus Heaney :  Creating   Irelands of the Mind  (Second enlarged and revised edition, first published 2002), Dublin: Liffey Press, 2007

Eugene O’Brien: Seamus Heaney: Searches for Answers , London: Pluto Press, 2004

Eugene O’Brien: Seamus Heaney and the Place of Writing , Gainesville: University Press of Florida, 2003

Eugene O’Brien: Examining Irish Nationalism in the Context of Literature ,  Culture and Religion :  A Study of the Epistemological Structure of Nationalism , New York: Edwin Mellen Press, 2002

Eugene O’Brien: Seamus Heaney :  Creating   Irelands of the Mind , Dublin: Liffey Press, 2002

Eugene O’Brien: The Question of Irish Identity in the Writings of W .  B .  Yeats and James Joyce , New York: Edwin Mellen Press, 1998

Books as Editor

Kathryn Laing,  Irish Women Writers at the Turn of the Twentieth Century: Alternative Histories, New Narratives, co-edited with Sinéad Mooney, Brighton: EER, 2020

Kathryn Laing, ‘Hannah Lynch’s Irish Girl Rebels: ‘A Girl Revolutionist’ and ‘Marjorie Maurice’, Brighton: EER, 2020

Anne O’Keeffe and McCarthy, M. J. (eds) (2010) The Routledge Handbook of Corpus Linguistics, Abingdon: Routledge, 2010.

John McDonagh: Polish-Irish Encounters in the Old and New Europe , co-edited with Sabine Egger, Frankfurt, Peter Lang, 2011

John McDonagh, Re membering Michael Hartnett, c o-edited with Stephen Newman Four Courts Press, Dublin, 2006

Eóin Flannery: The Journal of Ecocriticism: Special Issue on Ireland (editor) 5.2, 2013

Eóin Flannery: This Side of Brightness: Essays on the Fiction of Colum McCann , co-edited with Susan Cahill, Oxford:  Peter Lang, 2012

Eóin Flannery: Ireland in Focus: Film, Photography and Popular Culture , co-edited with Michael Griffin, Syracuse: Syracuse University Press 2009

Eóin Flannery: Enemies of Empire: New Perspectives on Imperialism, Literature and Historiography , co-edited with Angus Mitchell, Dublin: Four Courts Press 2007

Eóin Flannery: Postcolonial Text: Special Issue on Ireland (editor) 3.3, 2007

Eugene O’Brien: Recalling the Celtic Tiger , co-edited with Brian Lucy and Eamon Maher, Oxford: Peter Lang, 2019

Eugene O’Brien: Patrimoine/Cultural Heritage in France and Ireland , co-edited with Eamon Maher, Oxford: Peter Lang, 2019

Eugene O’Brien: Representations of Loss in Irish Literature,  co-edited with Deirdre Flynn, London: Palgrave Macmillan, 2018

Eugene O’Brien: Tracing the Cultural Legacy of Irish Catholicism :  From Galway to Cloyne, and Beyond  ( paperback 2nd edition ), co-edited with Eamon Maher, Manchester: Manchester University Press, 2018

Eugene O’Brien: Tracing the Cultural Legacy of Irish Catholicism :  From Galway to Cloyne, and Beyond  ( paperback 2nd edition ), co-edited with Eamon Maher, Manchester: Manchester University Press, 2017

Eugene O’Brien: The Soul Exceeds its Circumstances :  The Later Poetry of Seamus Heaney,  , Notre Dame, Indiana: University of Notre Dame Press, 2016

Eugene O’Brien: From Prosperity to Austerity :  A Socio-Cultural Critique of the Celtic Tiger and its Aftermath , co-edited with Eamon Maher, Manchester: Manchester University Press, 2014

Eugene O’Brien: Breaking the Mould :  Literary Representations of Irish Catholicism and Ireland , co-edited with Eamon Maher, Oxford: Peter Lang, 2011

Eugene O’Brien: War of the Words :  Literary Rebellion in France and Ireland , co-edited with Eamon Maher, Tir: Publication du CRBC Rennes 2, Université Européenne de Bretagne, 2010

Eugene O’Brien: Issues of Globalisation and Secularisation in France and Ireland , co-edited with Yann Bévant, Grace Neville and Eamon Maher, Frankfurt: Peter Lang, 2009

Eugene O’Brien: Modernity and Postmodernity in a Franco-Irish Context , co-edited with Grace Neville and Eamon Maher, Frankfurt: Peter Lang, 2008

Eugene O’Brien: Reinventing Ireland through a French Prism , co-edited with Grace Neville, and Eamon Maher, Frankfurt: Peter Lang, 2007

Eugene O’Brien: La France et la Mondialisation: France and the Struggle against Globalization , co-edited with Eamon Maher, New York: Edwin Mellen Press, 2007

Conference Papers, Plenary Papers & Guest Lectures

Adele Hannon – “A Monster with Many Faces: Redefining the Gothic Villain in Frankenstein and Wuthering Heights through a Postmodern Lens”, Guest Lecture, Department of English Language and Literature, Mary Immaculate College, March 2018.

Adele Hannon – “An Anamorphic Look at the Irish ‘Other’ through the Lacanian Lens” 12th Conference of AFIS (Association of Franco‐Irish Studies), Mary Immaculate College, University of Limerick, 19th-20th May 2017.

Adele Hannon – “My Big Fat Gypsy Wedding: A Psychoanalytic Look at the Irish Traveller through the Anamorphic Lens”, Guest Lecture, Institute for Irish Studies Lunchtime Lecture Series, Mary Immaculate College, University of Limerick, 28th November 2017.

Adele Hannon – “The Untold Story of the Monster: A Psychoanalytic Look at the Monster through the Anamorphic Lens”, Department of English Language and Literature Postgraduate Seminar, Mary Immaculate College, University of Limerick, 1st December 2017.

Adele Hannon – “Transgression of the Gendered Body in areas of Maturity, Motherhood and Marriage in A Game of Thrones ”, Performing Fantastika Interdisciplinary Conference, Lancaster University, UK, 28th- 29th April 2017.

Adele Hannon - “ You Know Nothing Jon Snow: Voicing the Female Experience in 21st Century Fantasy Fiction”, Mum’s The Word: Voicing the Female Experience in Popular Culture Conference , Mary Immaculate College, University of Limerick, 9th March 2017. 

Anne O’Keeffe - “Advanced Grammar Competencies: What can an advanced learner do with English grammar?”, keynote paper presented to the 3rd ELT Ireland Conference, Dublin, Ireland, 18th – 19th February, 2017.

Anne O’Keeffe - “An evolution of learner grammar: insights from the English Grammar Profile”, keynote paper presented to 5th Ministry of Education ELT Malta conference, Malta, 7th-8th October 2016.

Anne O’Keeffe - “An insight into learner grammar competency across the CEFR using the Cambridge Learner Corpus”, keynote paper presented to the 4th Annual Exams Catalunya ELT Conference, Esada Ramon Llull University, Barcelona, Spain, 19th November, 2016.

Anne O’Keeffe - “Corpora of Spoken Language: what can they tell us about language learning”, keynote paper presented to the International conference on Bringing together research and practice, Lisbon, Portugal, Faculdade de Letras da Universidade de Lisboa, Anfiteatro III, 2nd – 3rd November 2017.

Anne O’Keeffe - “Investigating Learner Grammar Standards using Corpus Linguistics’”. Keynote paper read at the One-Day Symposium on English Language Use in Malta: Standards and Creativity, University of Malta, Malta, 8th May, 2014.

Anne O’Keeffe - “The Application of Corpus Linguistics”. Plenary paper at the International Computer Archive of Modern and Medieval English (ICAME) Conference , Katholieke Universiteit Leuven, Belgium, 30th May - 3rd June 2012.

Anne O’Keeffe - “The Cambridge Learner Corpus and what it tells us about the grammar of Spanish-speaking learners”. Keynote paper to mark the 70th anniversary of the Centro Colombo Americano , Bogotá, Columbia, 20th September 2012.

Anne O’Keeffe - “The EFL Grammar Syllabus and Learner Grammar Competence”. Keynote paper at the MATSDA Creating Motivation with L2 Materials , University of Limerick, Limerick, Ireland, June 20th-21st, 2015.

Anne O’Keeffe - “The Limerick Corpus of Irish English: what is it and what does it tell us about Irish English?”. Plenary paper read at the 12th International AEDEI Conference on Voice and Discourse in the Irish context, University of Extremadura, Spain, 30th May – 1st June, 2013.

Brian Clancy - ‘What’s in a name?’ 3rd Conference on Social Psychology in Ireland, Limerick, September 2013.

Brian Clancy – “Every new beginning comes from some other beginning’s end (Seneca): Turn-final items in Irish English”. New Perspectives in Irish English 3, Limerick, June 2015.

Brian Clancy – “I flirt by insulting people’: Exploring the creation and performance of intimacy in First Dates (Ireland)’. Language in the Media, Cape Town, October 2017.

Brian Clancy – “Intimacy and identity in Irish English: A corpus approach”. Sociolinguistics Symposium 21, Murcia, July 2016.

Brian Clancy – “Small words, big ideas: A corpus-based investigation of the use of that as a marker of empathetic deixis”. 14th International Pragmatics conference, Antwerp, July 2015.

Brian Clancy – “Small words, big ideas: A corpus-based investigation of emphatic that in the Limerick Corpus of Irish English”, IVACS Annual Symposium, Cambridge, January 2012.

Brian Clancy – Plenary speaker on “Using spoken corpora to investigate pragmatic variation”, New Trends in Spoken Corpora, Santiago de Compostela, September 2015.

Brian Clancy (& J. Binchy) - “The question of questions: Exploring questions in one-to-one academic support tutorials” 6th International IVACS Conference, Leeds, June 2012.

Brian Clancy (& Vaughan, E) – “The devil is in the detail: Using corpora to investigate spoken language varieties”. American Association for Corpus Linguistics, Flagstaff, AZ, September 2014.

Brian Clancy (& Vaughan, E) – “There is a there there: Further adventures in deictic marking in Irish English”. IVACS Annual Symposium, Limerick, February 2015.

Brian Clancy (& Vaughan, E.) – “Community and identity in language: Small words, big ideas”. Sociolinguistics Symposium 20, Jyväskylä, Finland, June 2014.

Brian Clancy (& Vaughan, E.) – “It’s lunacy now: A corpus-based pragmatic analysis of the use of now in contemporary Irish English”. 1st Discourse and Pragmatic Variation Conference, Manchester, April 2012.

Brian Clancy (& Vaughan, E.) “Communities of (mal)practice: Exploring the interface of corpus linguistics and social theory”, 7th IVACS International Conference, Newcastle, June 2014.

Clancy B (and E. Vaughan) “We can check it in the corpus shur: Framing the use of corpus and corpus methodologies through an investigation of the pragmatic marker shur in Irish English”. New Perspectives in Irish English 2, Dublin, April 2013.

Clancy, B (& M. McCarthy) - “Utterance co-construction: The evidence of corpora”. IVACS Annual Symposium, Limerick, January 2013.

Eoin Flannery - “‘Ill Fares the Land’: Ecology, Capitalism and Literature in (post-) Celtic Tiger Ireland”, European Federation of Irish Studies conference, University of Palermo, Sicily, 5 June 2015.

Eoin Flannery - “Crocodiles and Obelisks: the literary afterlife of Roger Casement in the works of WG Sebald and Jamie McKendrick,” Roger Casement: The Global Imperative conference, Keough-Naughton Institute for Irish Studies, University of Notre Dame, Tralee, Ireland, 25-26 October, 2013.

Eoin Flannery - “Debt, Guilt and Literary Form in (post-) Celtic Tiger Ireland”, Debt in History conference, University of Toronto, 18-19 May 2018.

Eoin Flannery - “Listen to the Leaves: The Global Climate Crisis in the poetry of Derek Mahon,” at the Ireland and Ecocriticism conference, University College Cork, Ireland, 19-21 June 2014.

Eoin Flannery - “New Generation, New Environments in Contemporary Irish Poetry,” New Generation to Next Generation 2014: Three Decades of British and Irish Poetry , Institute of English Studies, University of London, 13-14 March 2015.

Eoin Flannery - “Profit and Loss: The Ecologies of post-Celtic Tiger Irish Poetry,” The Literature of Loss conference, University of Limerick, Ireland, 20 February 2015.

Eoin Flannery - Invited speaker on “‘Listen to the Leaves’: Irony and Commitment in Contemporary Irish Ecopoetry,” Imaginaries of the Future: Politics and Poetics Symposium, Queen’s University, Belfast, 21 January 2016.

Eoin Flannery - Invited speaker on “Crocodiles and Obelisks: the literary afterlife of Roger Casement in the works of WG Sebald and Jamie McKendrick,” Irish Afterlives symposium, Abo Akademi University, Turku, Finland, 8 September 2016.

Eoin Flannery - Invited speaker on “Debt, Guilt and Literary Form in (post-) Celtic Tiger Ireland” Association of Franco-Irish Studies Conference, Mary Immaculate College, Limerick, May 2017.

Eoin Flannery - Invited speaker on “Poetry and Justice: Art, Politics and the afterlife of Roger Casement in modern and contemporary writing,” at the Oxford Human Rights Arts Festival , 25 February 2014.

Eoin Flannery - Invited speaker on “Time, Speed and Ecology in John McGahern’s fiction,” St. Patrick’s College, Drumcondra, 28-29 April 2016.

Eoin Flannery - Plenary speaker on “Ireland, Postcolonialism and the European Union”, In and Out of (Postcolonial) Europe: Portugal and Ireland conference, Queen’s University, Belfast, 5 July 2012.

Eoin Flannery - Plenary speaker on “Ireland, the Environmental Humanities and the Utopian Impulse,” at Waiting for Utopia: Ireland and the Utopian Impulse conference, University of Caen, France, 20 November, 2015.

Eoin Flannery - Plenary speaker on “Playing the Scales: Humanity, Non-Humanity and Ecocriticism”, Mapping the Self conference, Oxford Brookes University, 15 December 2012.

Eoin Flannery - Plenary speaker on “The Ecologies of Contemporary Irish Poetry”, Shifting Territories: Modern and Contemporary Poetics of Place conference, Institute of English Studies, University of London, 23 May 2013.

Eoin Flannery - Public interview with poet Jamie McKendrick at the Oxford Human Rights Arts Festival , 28 February 2014.

Eugene O’Brien – “Moriary, Mahon and the Messianic – A Deconstructive Reading of the Mentalitée of the Irish Republic”, Plenary speaker at the France, Ireland and the Public Imagination, 8th Annual Conference of the Association of Franco-Irish Studies conference, Mary Immaculate College, University of Limerick, 25th May 2012.

Eugene O’Brien – “Re-membering the Rising: A Theoretical Reading of the Politics of Memory”, Crisis and the Commemoration in Modern Ireland, 1916-2016, 14th October 2016.

Eugene O’Brien – “Stranger than Fiction: Towards a Fictive Understnading of the Celtic Tiger and the Crash”, Plenary papers at the Post-Crash Irish Literature and Culture: Its Emergence and Influence conference, The Chinese University of Hong Kong, The Hong Kong Institute of Education, Hong Kong Shue Yan University, 27th May 2016.

Eugene O’Brien – “The Door Stands Open: Heaney and the Poetry of Loss”, Plenary paper at The Literature of Loss conference, Mary Immaculate College, University of Limerick, 20th February 2015.

Hollie O’Farrell – “Revolutionary Female Characters Tackling the Gender Bias in the Comic Book Industry”, Sibéal Network Conference, 18th November 2016.

Hollie O’Farrell – “The Changing Role of Women in the 'Star Wars' Universe”, Mum's the Word: Voicing the Female Experience in Popular Culture Conference, Mary Immaculate College, University of Limerick, 9th March 2017.

Hollie O’Farrell – “The Female Body as a Form of Resistance: Deconstructing the Stereotypes of Hyper-sexualization and Femininity in the Comic Book Industry”, Sibéal Network Conference, University College Dublin, 18th November 2017.

Ian Hickey – “Virgilian Hauntings in the Later Poetry of Seamus Heaney”, Department of English Language and Literature Postgraduate Seminar, Mary Immaculate College, University of Limerick, 13th February 2018.

Jade Dillon – “Analysing Children’s Literature through the Theoretical Lens”, Guest Lecture, Department of English Studies, Durham University, UK, 6th February 2018.

Jade Dillon – “Deconstructing Minds – A Psychoanalytical Deconstruction of the Brain as a Fantasy Island in Disney-Pixar’s Inside Out ”, The European Society for the Studies of English (ESSE) Conference, National University of Ireland, Galway, 22nd – 26th August 2016.

Jade Dillon - “Locating Alice: The Gendered Body of Identity within Lewis Carroll’s Alice’s Adventures in Wonderland and Tim Burton’s adaptation”, Performing Fantastika Interdisciplinary Conference, Lancaster University, UK, 28th – 29th April 2017.

Jade Dillon – “Mirror, Mirror: Establishing the Gendered Gaze in Irish Young Adult Fiction”, Guest Lecture, Department of English Studies, Durham University, UK, 7th February 2018.

Jade Dillon – “Mirror, Mirror: Establishing the Gendered Gaze in Louise O’Neill’s Only Ever Yours ”, Revisiting the Gaze Conference, Chelsea College of Arts, University of the Arts London, UK, 28th – 29th June 2017.

Jade Dillon – “Once Upon a Stereotype… Fairy Tales and Feminist Retellings”, Guest Lecture, Department of English Studies, Durham University, UK, 8th February 2018.

Jade Dillon – “Reimagining Alice: Adaptation and Intertextuality of Alice’s Adventures in Wonderland in Popular Culture”, Mum’s The Word: Voicing the Female Experience in Popular Culture Conference, Mary Immaculate College, University of Limerick, 9th March 2017.

Jade Dillon – “The Mirror of Alice: Locating Lacan’s Mirror Stage and the Search for Female Identity in Alice’s Adventures in Wonderland ”, Association of Franco-Irish Studies, Conference, Mary Immaculate College, University of Limerick, 19th – 20th May 2017.

Jade Dillon – “The Politics of the Female Body in Louise O’Neill’s Asking For It”, Revolutionary Genders Sibéal Conference, National University of Ireland, Galway, 18th & 19th November 2016.

Jade Dillon – “Voicing Gender: Gender Identity, Ideology, and Intertextuality associated with Victorian Children’s Fiction”, Department of English Language and Literature Postgraduate Seminar, Mary Immaculate College, University of Limerick, 26th September 2017.

John McDonagh – ‘Our Mutual Friend – The Life and Works of Charles Dickens’, invited lecture at St. Mary’s Cathedral, Limerick, February 2020.

 John McDonagh – ‘Madder than I am!’: Ginsberg, Durcan and Transatlantic Tremors’, Conference paper delivered at the American Literature Association annual conference, Boston, May, 2019.

John McDonagh – ‘The Irish Question’ – Nationalism and Literature’, Invited address delivered at the University of Huelva, Spain delivered as part of an Erasmus teaching mobility exchange, December, 2019.

John McDonagh – ‘Ireland-2018’, Invited lecture at Mohammed V University, Oujda, Morocco as part of an Erasmus+ exchange visit, March, 2018.

John McDonagh – ‘Around Ireland in an Astra’ – Paul Durcan’s ethno-geography’, Conference paper delivered at the annual AFIS (Association of Franco-Irish Studies) conference held in MIC. I co-hosted the conference with Dr Eugene O’Brien, May, 2017.

John McDonagh – ‘A Host of Ghosts: The life and work of poet Brendan Kennelly’, Public lecture delivered as part of the Limerick Writer’s Centre ‘Great Writers: Great Literature’ series in Nelly's Corner Cafe, Nicholas St, Limerick, September, 2017.

John McDonagh – ‘Let Ireland Weep’: Poetry of Loss in the First World War’, Invited address to the annual St. Luke’s Conference of the Royal College of Physicians of Ireland, October, 2016.

Kathryn Laing – ‘“I am an unexplained enigma.  I live alone.  I follow art’: Textual Traces, Literary Recoveries and the Irish writer, Hannah Lynch (1859-1904)” Invited Paper, Oxford Centre for Life-Writing seminar: ‘Reclamations: Writing on the Lives of Shirley Hazzard and Hannah Lynch’. Wolfson College, Oxford, 27 November 2014.

Kathryn Laing – “Am I a Vorticist: Rereading Rebecca West’s ‘Indissoluble Matrimony’”, Invited Paper, Blast at 100 Symposium at Trinity College Dublin, 2 July 2014

Kathryn Laing – “Creative Destruction: Blast and Rebecca West's 'Indissoluble Matrimony'”, Blast 2014: Interdisciplinary Conference , Bath Spa University, 24 -26 July, 2014

Kathryn Laing – “George Moore and Mabel Robinson: Women, Art, Writing and Sympathy”, Latitudes: Irish Studies in an international context, American and Canadian Conferences of Irish Studies, University College Dublin, Dublin 11-14 June 2014.

Kathryn Laing – “Girl Revolutionists and the Ladies’ Land League: Forging Literary and Publishing Networks”, The 12th Annual Conference of AFIS (Association of Franco-Irish Studies), Mary Immaculate College, University of Limerick, 19-20 May 2017.

Kathryn Laing – “In the Footsteps of Miss Rosamond Merridew: Lives of the Obscure, Late Nineteenth-Century Irish Women’s Writing and Archives”, The 27th Annual International conference on Virginia Woolf, ‘Virginia Woolf and the World of Books’, University of Reading, 29 June – 2 July 2017.

Kathryn Laing – “Making it New: George Moore, F. Mabel Robinson and the Aesthetics of Sympathy”, Making it New: Victorian and Modernist Literature, 1875-1935, De Montfort University, 2 February 2015.

Kathryn Laing – “Revisiting Scenes of Salvage: Rebecca West’s ‘The Sentinel’ and its Suffrage and Modernist Contexts”, British Comparative Literature Association, Salvage 12-15 July, 2016.

Kathryn Laing (and Faith Binckes (Bath Spa U)) – “Hannah Lynch: Transnational Literary Networks and Vagabondage ”, Occluded Narratives: Researching Irish Women’s Writing 1880-1910, Mary Immaculate College, 26 November 2016.

Margaret Healy - IVACS 8th Biennial International Conference, Bath Spa University, UK, 16-17 June 2016.

Margaret Healy - IVACS Annual Symposium, Queen’s University, Belfast, 23rd January 2014.

Margaret Healy – Paper given at ELTed Limerick 2016 (English Language Teacher Education & Development), Mary Immaculate College, Limerick, 7 May 2016.

Margaret Healy – Paper given at IRAAL 40th Anniversary Conference (Irish Association for Applied Linguistics), Trinity College Dublin, 21 November 2015.

Margaret Healy – Paper given at IRMSS 6th Annual Conference (International Research Methods Summer School), Mary Immaculate College, 19-21 May 2017.

Margaret Healy – Paper given at IVACS 6th International Conference, Leeds Metropolitan University, UK, 21-22 June 2012.

Margaret Healy – Paper given at IVACS 7th International Conference, Newcastle University, UK, 19-21 June 2014.

Margaret Healy – Paper given at IVACS Annual Symposium, Cardiff University, Wales, 4th March 2017.

Margaret Healy – Paper given at IVACS Annual Symposium, Mary Immaculate College, Limerick, 17 January 2013.

Margaret Healy – Paper given at THRIC (Tourism & Hospitality Research in Ireland Conference) Annual Conference, Letterkenny Institute of Technology, 11th June 2015.

Margaret Healy – Paper given at TTRA (Travel and Tourism Research Association) European Chapter Annual Conference, Shannon College of Hotel Management, Shannon, 22 April 2016.

Paul McNamara - ‘Disability and the Female Body; Identity and Representation of the Disabled Female Body in The Girl Without Hands from Grimm’s Fairy tales’, November 18th, National University of Ireland Galway, Sibéal Gender Studies Network Conference, 2016.

Paul McNamara – “Expectations and Frustrations; A Mother Dealing with her Son’s Disability in Me Before You by Jojo Moyes”, Mum’s the Word: Voicing the Female Experience in Popular Culture Conference, Mary Immaculate College, 9th March 2017.

Paul McNamara – “How Performance Poetry in Ireland has Surged in Popularity”, Guest Lecture, Mary Immaculate College, Institute for Irish Studies Lunchtime Lecture Series, 10th May 2017.

Paul McNamara – “In Conversation with the Normate Author; Literary Disability Studies”, Limerick Postgraduate Research Conference, Limerick Institute of Technology, 24th May 2017.

Paul McNamara – “John Steinbeck Working Class Hero?”, Guest Lecture, Nelly’s Café, Limerick, Great Writers: Great Literature Public Lecture Series, Limerick Writers’ Centre, 27th November 2017.

Paul McNamara – “Perspectives on Inclusion from Research; Helping Children without Disabilities”, Guest Lecture, Education Department, Mary Immaculate College, University of Limerick, 21st February 2017.

Paul McNamara – “Representation of Disability in Literature: Past and Present”, Guest Lecture, Waterford Institute of Technology, 30th November 2016.

Paul McNamara - “Resisting Disability and Normalcy: The Independence of Christopher Boone in The Curious Incident of The Dog in the Night-Time ”, Sibéal Gender Studies Network Conference, University College Dublin, 18th November 2017.

Paul McNamara – “Writing Performance Poetry”, Guest Lecture, Creative Writing Department, University of Limerick, 22nd November 2017.

• National Centre for Franco-Irish Studies at ITT Dublin
• The Centre for Studies in Otherness, Aarhus University
• Postgraduate Studies: MA and PhD

The department is very active on the postgraduate area having graduated 53 PhD students since 2004.

Our Taught MA in Literature programme has graduated over 161 students and we have graduated a further 10 research MA students.

This year, the programme is going online and will be delivered through a mixture of synchronous and asynchronous modes in the virtual learning environment, with content provided via a range of interactive online options. These include discussion forums, reflection journals, wikis, blogs, vlogs and audio recordings and online seminars. Content will be delivered live, with asynchronous options available so you can engage around your own work/home schedule. 

The aims of the programme are:

• To widen and deepen students' knowledge and appreciation of English literature and contemporary critical theory
• To familiarize students with traditional and modern technological sources for research in English literature
• To equip students with the knowledge and skills required for doctoral studies
• To familiarize students with the latest online technology as it pertains to the study of English
• To enhance students' career opportunities

Numbers each year are capped so that individual attention is guaranteed. All students are required to take six modules and submit a thesis. 

Modules will be delivered on Mondays, Tuesdays and Wednesdays during the academic year from 3-6pm, with presentations and discussions recorded so that students can access them at their own time.

Seminars, presentations, round-table discussions and individual question and answer sessions form the core of the instructional paradigm in the course. Blogs, vlogs, wikis and recorded presentations are also central. Seminars and discussions are undertaken through Microsoft Teams and Zoom. Assessments are by research essay, portfolio design, discussion forum, critical reading assignments and thesis.

The essays range from 2,000-2,500 words and each module is assessed by a single essay. The titles and topics of these essays are negotiated between the student and the course lecturer, with the parameters of choice being set by the lecturer. The other element of assessment is a 15,000-20,000-word research thesis. Students are free to choose their own topic and their supervisor without restriction.

The two research methodology modules are designed to steer the student through all stages of the thesis-writing process from the initial conceptualization, to the design of a research question, to working with a supervisor and setting up a coherent intellectual structure to the thesis, to working out a coherent critical and theoretical bibliography to the design and implementation of a timetable, to the submission and editing of drafts.

All modules are taught by faculty who have published in the area, and all faculty are research active in a number of areas across the MA so that research perspectives are contemporary and current.

Please note that thesis selection is mandatory in Semester 1, and work on the thesis begins at that stage.

EH5712 Poetics and Politics of Irish Identity

EH5742 Modern American Fiction

EH5771 Migration and Biopolitics in 21st Century Literature

EH5761 Research Methodology 1 

EH5741 Modernism Texts and Contexts

EH5792 World Literature

EH5732 Contemporary Postcolonial Literature and Theory

EH5782 Research Methodology 2 

For the outline of each of these modules, please click here:  Taught MA Module Outlines

We also offer a Taught MA in Applied Linguistics (33 students graduated since 2015) as well as a Structured PhD in Applied Linguistics, which began in 2016, in which 16 students are currently enrolled.

Graduated Doctoral English Literature and Applied Linguistics Students 2004-2022 .

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Mary Immaculate College South Circular Road Limerick, Ireland V94 VN26 Tel: +353 61 204300

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