In every academic department — from literature to life sciences — faculty are writing. Whether it’s for journal publication, a conference proceeding, or a chapter in an edited book, citation is an inescapable part of scholarly communication. And yet, one of the most common questions raised by faculty — especially those returning to writing after a teaching-focused break — is deceptively simple: Which citation style should I use?
It’s a question that deserves more than a shrug or a footnote. While formatting itself might seem technical or secondary, the choice of citation style signals more than just preference — it reflects disciplinary identity, audience expectations, and even publication strategy.
So let’s unpack the three most commonly used styles — APA, MLA, or Chicago? — and help faculty make informed decisions that align with their goals and fields.
Citation styles do more than organize information. They communicate key assumptions about what’s important in a field:
Faculty preparing for publication need to understand not just how to use these styles — but why journals and readers prefer them.
The first question any academic should ask when deciding on a citation style is: Where do I want to publish?
Most journals will state their preferred format in their submission guidelines. However, knowing the why behind these preferences can help researchers plan better, especially when working across disciplines.
APA is expected in:
The style supports clarity, which is especially important in data-heavy writing. Readers want to see when a source was published and how recently it contributes to the conversation.
MLA is expected in:
It’s favored when the focus is on interpreting or analyzing texts. Page numbers help pinpoint where a concept or quote appears, especially in printed works.
Chicago is expected in:
Its flexibility allows for both notes and bibliography (NB) and author-date approaches. This is particularly valuable when citing diverse or nontraditional sources like manuscripts, interviews, or archival materials.
| Citation Style | Strengths | Challenges |
|---|---|---|
| APA | Clean, consistent; ideal for empirical research; includes DOIs and retrieval info | Strict formatting; difficult for sources like classical texts |
| MLA | Simple in-text style; easy to teach; great for textual work | Limited metadata; lacks emphasis on date |
| Chicago (NB) | Ideal for historical depth; allows commentary in footnotes | More formatting work; harder for new writers |
| Chicago (Author-Date) | Useful in science/humanities overlap | Less common; hybrid use can confuse readers |
For faculty working in interdisciplinary spaces, Chicago often provides the necessary flexibility — but may also demand more formatting attention.
At institutions like ASC Nainital, many faculty who attend orientation or refresher courses are reconnecting with research after years of administrative or teaching focus. For them, re-learning citation norms can feel like an unnecessary burden — but it’s also an opportunity to strengthen scholarly communication.
Here’s a three-step approach faculty can take:
Start with target journals.
Check what they require — not only the style but version (e.g., APA 7th edition vs. APA 6th). Use recent articles from that journal as real-world models.
Use tools wisely.
Citation managers like Zotero, EndNote, and Mendeley can automate much of the heavy lifting. But they are only as accurate as the input data and selected style.
Refer to a concise, credible guide.
This comparison of APA, MLA, or Chicago offers faculty a quick and accessible reference point — with examples, formatting tips, and when to use each style, all in one place.
When planning faculty development workshops around research writing, don’t assume everyone knows the same thing about citations. Even among seasoned academics, preferences and habits vary — and some haven’t had to follow formatting rules since their PhD years.
Topics to cover in training might include:
Workshops can also include short citation exercises using abstracts from published work, where participants practice reformatting or identifying issues.
Some institutions also manage their own journals — like QUEST at ASC Nainital. While the journal currently references Harvard style, moving toward standard citation formats like APA, MLA, or Chicago can enhance its visibility and appeal to external contributors.
Faculty editors and review committees may consider:
This small shift can greatly ease the workload for peer reviewers and signal professionalism to potential authors.
For faculty mentoring younger researchers or guiding postgraduates, the discussion about citation style also opens a deeper conversation about academic integrity. Choosing a style isn’t just about where to place a comma — it’s about tracing the intellectual trail behind an argument.
Encouraging consistency and clarity in referencing helps students avoid accidental plagiarism, understand what counts as original work, and participate more confidently in academic discourse.
There’s no one-size-fits-all answer when choosing between APA, MLA, or Chicago — but there are better choices depending on your field, audience, and type of research. Faculty don’t need to be formatting experts, but they do need to make informed decisions — and teach others to do the same.
Whether preparing a manuscript for QUEST, a paper for an international conference, or mentoring the next generation of scholars, understanding citation is foundational.
And it all starts with asking:
APA, MLA, or Chicago?