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Purpose The purpose of this paper is to conceptualize principled plagiarism education in library learning commons. Design/methodology/approach The synthesis of literature from library and information science, writing studies, and study skills illuminates academic cultures of speech reporting, causes of undergraduate student cheating behaviors and blunders in source use and attribution, and recommended best teaching practices. Findings Library learning commons are particularly well positioned to address student plagiarism as student-centric spaces with the potential to foster prosocial behaviors among students. Learning commons’ partner literatures reveal understandings of academic citation practices as multiple and fluid, tacit, ideological and skillful information literacies. Best practices for plagiarism education are developmental approaches aimed at socializing students into academic cultures of knowledge construction. These approaches to plagiarism education may preclude teaching academic integrity policy or participating in the enforcement of those codes of conduct. Research limitations/implications No survey of programs or their effectiveness was done for this paper. The effectiveness of the approach conceptualized here merits further study. Originality/value Contributions to fostering academic integrity support student success and the integrity of degrees and institutional reputation more broadly. This paper provides a model for interdisciplinary learning commons’ research.

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This paper describes an experimental learner-created podcasting assignment in a first-year This paper describes an experimental learner-created podcasting assignment in a first-year undergraduate research skills course for professional writers. The podcasting assignment serves asa contextualized experiential writing project that invites students to refine their research skills by participating in the invention of an emerging genre of radio storytelling. The power of the podcast assignment lies in the liminal space it creates for learners. It moves students beyond familiar andregimented essay conventions to an unstable writing environment where digital tools for producing, publishing, and negotiating meaning offer a range of possible audiences, modalities, forms, and modes of meaning making. This space creates the pedagogical conditions for epistemic development, through which students adopt as their own the research practices of adept and experienced writers. The multiple demands of this course on writing, research, and digital environments generates the beginnings of interdisciplinary writing pedagogy involving Kent’s (1993, 1999) postprocess mindset, the ACRL’s (2015) Framework for Information Literacy in Higher Education, Baxter Magolda’s (1999) constructive-developmental pedagogy, and Arroyo (2013)’s elaboration of participatory digital writing pedagogy.

Using rhetorical genre theory and research on reported speech, this study investigates the citation practices in 81 forensic letters written by paediatricians and nurse practitioners that provide their opinion for the courts as to whether a child has experienced maltreatment. These letters exist in a complex social situation where a lack of clarity exists as to which professional group (healthcare providers, police, social workers) is primarily responsible for gathering accounts of children’s injuries. Yet physicians need these accounts into order to compare them to actual injuries. The study documents the direct and indirect citations that occur in the letters, observes documentation strategies, notes the instances in which partial breakdowns in citation occur, and points to the linguistic factors contributing to these breakdowns.

Feldman (1984) reviewed studies investigating the relationship between SET ratings and the class size and concluded that their association was "very weak" and inverse. However, a detailed review of Feldman's meta-analysis reveals a number of serious methodological flaws that undermine his conclusion. Briefly, Feldman excluded studies that reported curvilinear relationships and did not consider a possibility that SET ratings may be the highest in smallest classes, decline sharply as the class size increases to 20 or 30 students and then level off; and that correlations reported in primary studies may be artifacts of calculating linear correlation coefficients over non-linear relationships. Accordingly, we conduct a new, up-to-date, comprehensive meta-analysis of the SET/Class size relationships using data from over 100 primary studies. The key results of our research show that (1) the primary studies frequently did not report necessary data to interpret their findings, and (2) the SET/Class size relationship is curvilinear, specifically, SET ratings are the highest in smallest classes, decline sharply as the class size increases to 20 to 30 students, and then level off revealing minimal SET/Class size relationship among studies with class sizes beyond 50 students.

Although civic education in Canada is typically seen as the responsibility of the provincial public school system and despite the fact that youth disengagement is widely accepted as a problem, civic education is a policy area that does not receive sustained attention from either the public or government. However, attention to the problem of political apathy and ignorance in Canada continues to grow and the number of policy actors in both governmental and non-governmental settings is increasing. The growing civic education policy network and community is occurring in a vacuum of policy ambiguity and ambivalence. In an attempt to better understand the civic education policy network in Canada we surveyed both federal and provincial government and non-governmental actors. In our survey, we asked policy actors to rank other policy actors in terms of collaboration, trust, influence and reliance in the policy network. In addition to this we asked the actors about their attitudes on the policy outcomes of civic education policy in relation to political behaviour and political knowledge. Our findings suggest that the policy network is 298 highly centralized with federal government actors and a handful of national nongovernment actors. Also, we found that civic education policy actors in Canada generally agree on both political knowledge and political behaviour policy outcomes.

In recent years, the pressure for educators to cultivate civic participation among Canada’s apathetic youth voters has been mounting. Between 1998 and 2007, a national wave of curriculum reform introducing or enhancing civic engagement education occurred at the secondary level. In this study, we explore the role and place of civic engagement in the Canadian university curriculum. We have chosen to focus on curriculum in political science programs because calls to increase civic engagement originated with the goal of increasing participation in voting by young people, and because civic engagement is widely espoused as a central value in the discipline of political science. We report the findings of a national survey of politics instructors and their course syllabi regarding civic engagement as an intended learning outcome. Our analysis of the survey data involved a comparison of instructor responses with the assessment activities identified on their course syllabi. By analyzing the real and imagined audience(s) and purpose(s) of course assignments, we find that students are required to complete assignments that situate them within academic contexts involving academic purposes and audiences. The apparent conflict between civic education outcomes and academic assessment tasks relates to broader conversations about the purposes of political science education and higher education in general. Au cours des dernières années, la pression s’accumule de plus en plus sur les épaules des éducateurs pour que ceux-ci encouragent la participation civique parmi les jeunes électeurs canadiens apathiques. Entre 1998 et 2007, une vague nationale de réformes des programmes d’études a permis d’introduire ou d’améliorer l’enseignement de l’engagement civique au niveau secondaire. Dans cette étude, nous explorons le rôle et la place de l’engagement civique dans les programmes d’études au niveau de l’enseignement post-secondaire. Nous avons choisi de nous concentrer sur les programmes d’études de sciences politiques car les demandes pour améliorer l’engagement civique venaient de l’objectif qui consistait à augmenter la participation à voter des jeunes électeurs, et également parce que l’engagement civique est largement adopté comme une valeur centrale en sciences politiques. Nous rapportons les résultats d’un sondage national mené auprès d’enseignants de sciences politiques et de leurs descriptions de cours en ce qui concerne l’engagement civique en tant que résultats d’apprentissage escomptés. Notre analyse des données recueillies implique une comparaison des réponses des enseignants avec les activités d’évaluation identifiées dans leurs descriptions de cours. En analysant le(s) public(s) réel(s) et imaginaire(s) ainsi que le(s) objectif(s) des travaux de cours, nous avons trouvé que les étudiants devaient compléter des travaux qui les plaçaient au sein de contextes académiques qui impliquaient des objectifs et des auditoires académiques. Le conflit apparent qui existe entre les résultats de l’éducation civique et de l’évaluation des tâches académiques se rapporte à des conversations plus vastes concernant l’objectif de l’enseignement des sciences politiques et à l’enseignement supérieur en général.