Littératie a l'ère du numérique: le copier-coller chez les étudiants

Rinck, Fanny; Mansour, Léda

doi:10.1590/s1518-76322013000300007

Cited by 8 publications

(4 citation statements)

References 15 publications

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“…Nous appelons reformulations littérales les passages repris à l'identique de l'énoncésource et intégrés en tant que tels dans l'énoncé reformulant, ce qui les apparente à la technique du copier-coller. De nombreux chercheurs (Boubée, 2008(Boubée, , 2015Merzeau, 2012 ;Rinck, Mansour, 2013 ;Rinck, 2019 ;Simonnot, 2014) se sont intéréssés au copier-coller, en essayant d'établir sa fonction dans le processus de recherche d'information des apprenants. Selon eux, le copier-coller est envisagé comme la forme de plagiat la plus fréquente lorsqu'il s'agit d'emprunts de textes SYNERGY volume 18, no.…”

Section: Les Reformulations Littéralesunclassified

De La Citation À La Reformulation Dans l'ÉCRITURE Du Mémoire De Master

STERIU

2022

Synergy

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In this article, we have chosen to study the issue of the resumption of the discourse of others within the master dissertations. We will examine the practice of reformulating the discourse of others implemented by students in the development of the literature review in their master's dissertation. In particular, we will look at the reconciliation between citation and the different types of reformulation identified in the corpus. For operational reasons, we will leave aside the analysis of the citations themselves by focusing on the analysis of the reformulations produced by the students and how these represent a continuation of the citation at the enunciative level by the proximity face to the speech of others.

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Section: Les Reformulations Littéralesunclassified

De La Citation À La Reformulation Dans l'ÉCRITURE Du Mémoire De Master

STERIU

2022

Synergy

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“…In these cases, the bargain between professor and student is "I'll leave you alone if you leave me alone" (Kuh, 2003, p. 28). Such weak engagement from professors is seriously troubling when considering how research has linked student success to professors' engagement (Riddell and Haigh, 2015;Mårtensson and Roxå, 2016). A survey by Gallup Purdue University (2014) has shown that professors have an impact on their students' engagement even after they leave university.…”

Section: Roles Professors Adopt When Teaching Integrity In Their Discmentioning

confidence: 99%

Teaching Academic Integrity in Quebec Universities: Roles Professors Adopt

2019

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The habits of university students today have changed drastically thanks to the technological tools at their disposal and the access to an enormous amount of information on the web, which they can copy, use, and reference in their assignments. Unfortunately, the line has become blurred about what is and what isn't permitted by their professors and their universities, sometimes resulting in students committing plagiarism. Research has shown that many students arrive at university unprepared. They lack the informational skills needed to research and choose the information relevant for their assignments, the writing skills necessary to properly integrate the found information with paraphrases or quotations, or the referencing skills to provide their sources in order to write their assignments with integrity. In this research, we aimed to examine how professors in six different universities viewed their role in the teaching of academic integrity by means of educating students on informational, writing, and referencing skills as well as teaching their students about plagiarism prevention. Forty-nine professors and lecturers were interviewed about their role in the teaching of various skills. Results show that there were four types of information searching assignments required by the professors: searches for published information, searches for authentic contextual information, searches limited to the handouts given to the students and no information research required. Seven roles emerged from the data, from the Ambassador professor who takes full responsibility for the teaching of skills to prevent plagiarism to the Detached professor, who completely dissociates from this responsibility for different reasons. Recommendations are presented on how to encourage professors to adopt the four roles of the "Integrity Ambassador": the intermediary who promotes the discovery of all services available to students; the awakener, who encourage students' appreciation of learning for the sake of learning; the accompanist, who guides and supports students with direct interventions in class so that they develop the skills and knowledge necessary to write their assignments with integrity; and finally, by being a model, the Integrity Ambassador cultivates a climate of integrity in class and in the university, showing how one can lead an academic life with integrity.

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“…La traçabilité des sources et leur exhaustivité sont un leurre : comment, finalement, déterminer tout ce qui a inspiré un chercheur, d'où vient la terminologie qu'il emploie et où on peut trouver des idées proches ou similaires par rapport à celles qu'il énonce ? (Rinck, 2013).…”

Section: La Piste Transmédiaunclassified

Translittératie et transmédia. Quelles compétences pour de nouvelles productions « délivrées » ?

Ledeuff¹

2014

LCN

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Littératie a l'ère du numérique: le copier-coller chez les étudiants

Cited by 8 publications

References 15 publications

De La Citation À La Reformulation Dans l'ÉCRITURE Du Mémoire De Master

De La Citation À La Reformulation Dans l'ÉCRITURE Du Mémoire De Master

Teaching Academic Integrity in Quebec Universities: Roles Professors Adopt

Translittératie et transmédia. Quelles compétences pour de nouvelles productions « délivrées » ?

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