| PublishedWorks | Selected Publications:
2009. (with Lucy Betts). Common weaknesses in traditional abstracts in the social sciences. Journal of the American Society for Information Science and Technology, 60, 10, 2010-2018
2008. Academic Writing and Publishing: A Practical Handbook. Abingdon: Routledge.
2007. Longitudinal studies of the effects of new technology on writing: Two case studies. In M. Torrance et al (Eds.) Writing & Cognition: Research & Applications. Amsterdam: Elsevier (pp. 293-305).
2006. Reading and writing book reviews across the disciplines. Journal of the American Society for Information Science and Technology, 57, 9, 1194-1207.
2004. Designing instructional and informational text. In D. H. Jonassen (Ed.) Handbook of Research in Educational Communications and Technology (2nd ed.). Mahwah, N.J.: Erlbaum (pp. 917-947).
Book Hartley, J. (2008). Academic Writing & Publishing: A Practical
Handbook. Abingdon: Routledge. ISBN 0-415-45321-6.
Chapters Hartley, J. (2005). Is this chapter any use? Methods for evaluating text.
In J. R. Wilson & N. Corlett (Eds.) Evaluation of Human Work (3rd
edition). Boca Raton, Florida: CRC Press. ISBN 0-415-26757-9.
Hartley, J. (2004). Designing instructional and informational text. In D. H.
Jonassen (Ed.) Handbook of Research in Educational Communications and
Technology (2nd edition). Mahwah, N.J: Erlbaum. ISBN 0 8058 4145 8.
Hartley, J. (1999). What does it say? Text design, medical information and
older readers. In D. C. Park et al (Eds.) Processing of Medical Information
in Ageing Patients. Mahwah, N. J.: Erlbaum. ISBN 0 8058 2889 3.
Papers Hartley, J. (2012 in press) To cite or not to cite: Author self-citations and
the impact factor. Scientometrics.
Hartley, J. (2012 in press). New ways of making academic articles easier
to read. International Journal of Clinical and Health Psychology.
Hartley, J. (2011 in press). Refereeing in the information age. British
Journal of Educational Technology.
Kozak, M. & Hartley, J (2011 in press). Presenting numerical values
within text and text-tables. Journal of the American Society for
Information Science and Technology.
Hartley, J. (2011). Making the journal abstract more concrete. Journal of
Scholarly Publishing.. 43, 1, 110-115.
Hartley, J. (2010). The anatomy of a book review. Journal of Technical
Writing & Communication, 40, 4, 473-487.
Hartley, J. (2010). The joy of counting. Journal of Scholarly Publishing,
41, 3, 364-374.
Hartley, J. (2010). Never mind the impact factor: Colleagues know better.
Learned Publishing, 23, 1, 63-65.
Hartley, J. & Betts, L. (2009). Publishing before the thesis: 58
postgraduate views. Higher Education Review, 41, 3, 29-44.
Hartley, J. & Betts, L. (2009). Common weakenesses in traditional
abstracts in the social sciences. Journal of the American Society for
Information Science and Technology, 60, 10, 2010-2018.
Hartley, J. (2007). Planning that title: Practices and preferences for titles
with colons in academic articles. Library & Information Science Research,
29, 4, 553-568.
Hartley, J. (2006). Reading and writing book reviews across the
disciplines. Journal of the American Society for Information Science and
Technology, 57, 9, 1194-1207.
Hartley, J. (2005). Is academic writing masculine? Higher Education
Review, 37, 2, 53-62.
Hartley, J. (2004). Applying psychology to text design: A personal view.
Information Design Journal + Document Design, 12, 2, 91-102.
Hartley, J., Pennebaker, J. W. & Fox, C. (2003). Abstracts, introductions
and discussions: How far do they differ in style? Scientometrics, 57, 3, 389-
398.
Hartley, J., Sotto, E. & Pennebaker, J. (2002). Style and substance in
psychology: Are influential articles more readable than less influential
ones? Social Studies of Science, 32, 2, 321-334.
Hartley, J. (2002). Is judging text on screen different from judging text in
print? A naturalistic e-mail experiment. Innovations in Education and
Teaching International, 39, 1, 21-25.
Hartley, J. (2000). Legal ease and ‘legalese’. Psychology, Crime and Law,
6, 1-20.
Hartley, J. (2000). Typographic settings for structured abstracts. Journal of
Technical Writing & Communication, 30, 4, 355-365.
Hartley, J. & Johnson, M. (2000). Portrait or landscape? Typographical
layouts for patient information leaflets. Visible Language, 34, 3, 296-309.
Selected papers on teaching and learning
Book Hartley, J. (1998). Learning and Studying: A Research
Perspective. London: Routledge. ISBN 0 451 16852 X.
Chapters Hartley, J. (2005). Is this chapter any use? Methods for
evaluating text. In J. R. Wilson & N. Corlett (Eds.) Evaluation
of Human Work (3rd edition). Boca Raton, Florida: CRC Press.
ISBN 0-415-26757-9.
Hartley, J. (2004). Designing instructional and informational
text. In D. H. Jonassen (Ed.) Handbook of Research in
Educational Communications and Technology (2nd edition).
Mahwah, N.J.: Erlbaum. ISBN 0 8058 4145 8.
Hartley, J. (1998). Why shouldn’t students write their
own textbooks? A case history in authentic learning. In Van
Laar, D., Radford, J. & Rose, D. (Eds.) Innovations in
Teaching Psychology. Birmingham: Staff and Educational
Development Association (SEDA). ISBN 1 902435 01 X.
Hartley, J. & Trueman, M. (1997). What’s the bottom line?
How well do mature students do at university? In P.
Sutherland (Ed.) Adult Learning: A Reader. London: Kogan Page.
ISBN 0
7494 1971 7.
Papers Mogey, N. & Hartley, J. (in press). To write or to type? The
effects of handwriting and word processing on the written style
of examination essays. Innovations in Education and Teaching
International.
Hartley, J. (2010). Writing a structured abstract for the thesis.
Psychology Teaching Review, 16, 1, 98-100.
Betts, L. R., Elder, T. J. & Hartley, J. (2009). Does correction
for guessing reduce students’ performance on multiple-choice
examinations? Yes? No? Sometimes? Assessment &
Evaluation in Higher Education, 34, 1, 1-15.
Hartley, J. (2009). How can psychology teachers help their
students write more effectively? Psychology Learning and
Teaching, 8, 2, 43-45.
Rowley, M., Larkin, D. & Hartley, J. (2009). Halfway there:
The expectations and experiences of single and dual honours
psychology students in the second year. Psychology Teaching
Review, 15, 2, 38-49.
Rowley, M., Hartley, J. & Larkin, D. (2008). Learning from
experience: The expectations and experiences of first-year
undergraduate psychology students. Journal of Further and
Higher Education, 32, 4, 399-413.
Betts, L. R., Elder, T. J., Hartley, J. & Blurton, A. (2008).
Predicting university performance in Psychology: The role of
previous performance and discipline specific knowledge.
Educational Studies, 34, 5, 543-556.
Hartley, J., Hickton, N. & Betts, L. R. (2008). Exploring
weaknesses in self-report data. Research Intelligence, Issue
No. 104, September, 22-23.
Hartley, J. & Nicholls, L. (2008). Time of day, exam
performance and new technology. British Journal of
Educational Technology, 39, 3, 555-558.
Hartley, J. (2008). Are students’ voices genuine? Higher
Education Review, 40, 2, 63-69.
Hartley, J., Brotherton, K. & Betts, L. (2007). Does the Gap
year boost academic performance? Research Intelligence,
Issue No. 100, August, pp. 30-31.
Hartley, J. (2007). Using prior knowledge to aid teaching and
learning: What do first-year psychology students know about
old age? Higher Education Review, 40, 1, 52-58.
Hartley, J., Betts, L.R. & Murray, W. (2007). Gender and
assessment: Differences, similarities and implications.
Psychology Teaching Review, 13, 1, 34-47.
Hartley, J., Trueman, M., Betts, L. R. & Brodie, L. (2006).
What price presentation? The effects of typographic variables
on essay grades. Assessment & Evaluation in Higher
Education, 31, 5, 523-534.
Hartley, J., Rock, J. & Fox, C. (2005). Teaching psychology
students to write structured abstracts: An evaluation study.
Psychology Teaching Review, 11, 1, 2-11.
.
Hartley, J. & Chesworth, K. (2000). Qualitative and
quantitative methods in research on essay writing: No one way.
Journal of Further and Higher Education, 24, 1, 15-24.
Selected publications on journal abstracts
Hartley, J. Making the journal abstract more concrete. Journal of Scholarly Publishing, 43, 1,
110-115.
Hartley, J. (2010). Writing a structured abstract for the thesis. Psychology Teaching Review, 16,
1, 98-100.
Hartley, J. & Betts, L. (2009). Common weaknesses in traditional abstracts in the social
sciences. Journal of the American Society for Information Science and Technology, 60,
10, 2010-2018.
Hartley, J. & Betts, L. (2008). Revising and polishing a structured abstract: Is it worth the time
and effort? Journal of the American Society for Information Science and Technology, 59,
12, 1870-1877.
Hartley, J. & Betts, L. (2007). The effects of spacing and titles on judgments of the effectiveness
of structured abstracts. Journal of the American Society for Information Science and
Technology, 58, 14, 2335-2340.
Hartley, J. (2007). Clarifying the sub-headings of structured abstracts. European Science
Editing, 33, 2, 41-42.
Hartley, J., Rock, J. & Fox, C. (2005). Teaching psychology students to write structured
abstracts. Psychology Teaching Review, 11, 1, 2-11.
Hartley, J. (2004). Current findings from research on structured abstracts. Journal of the
Medical Library Association, 92, 3, 368-371.
Hartley, J. (2003). Improving the clarity of journal abstracts in psychology: The case for
structure. Science Communication, 24, 3, 366-379.
Hartley, J. (2002). Do structured abstracts take up more space? And does it matter? Journal of
Information Science, 28, 5, 437-442.
Hartley, J. (2000). Clarifying the abstracts of systematic reviews. Bulletin of the Medical
Library Association, 88, 332-337.
Hartley, J. (2000). Typographic settings for structured abstracts. Journal of Technical Writing
and Communication, 30, 4, 355-365.
Hartley, J, & Ganier, F. (2000). Which do you prefer? Some observations on preference
measures in studies of structured abstracts. European Science Editing, 26, 1, 4-7.
Hartley, J. (2000). Are structured abstracts more / or / less accurate than traditional ones? A
study in the psychological literature. Journal of Information Science, 26, 4, 273-277.
Hartley, J. (1999). Applying ergonomics to Applied Ergonomics: Using structured abstracts.
Applied Ergonomics, 30, 535-541.
Hartley, J. & Benjamin, M. (1998). An evaluation of structured abstracts in journals published by
the British Psychological Society. British Journal of Educational Psychology, 68, 3, 443-
456.
Hartley, J. (1998). Headings in structured abstracts. British Journal of Psychiatry, 173, p.178.
Hartley, J. (1998). Is it appropriate to use structured abstracts in non-medical science journals?
Journal of Information Science, 24, 5, 359-364.
Hartley, J. (1997). Is it appropriate to use structured abstracts in social science journals?
Learned Publishing, 10, 4, 313-317.
Hartley, J. & Sydes, M. (1997). Are structured abstracts easier to read than traditional ones?
Journal of Research in Reading, 20, 2, 122-136.
Hartley, J. & Sydes, M. (1996). Which layout do you prefer? An analysis of readers’ preferences
for different typographic layouts of structured abstracts. Journal of Information Science,
22, 1, 27-37.
Hartley, J., Sydes, M. & Blurton, A. (1996). Obtaining information accurately and quickly: Are
structured abstracts more efficient? Journal of Information Science, 22, 5, 349-356. |