“Should It Be Considered Plagiarism?” Student Perceptions of Complex Citation Issues

Childers, Dan; Bruton, Samuel V.

doi:10.1007/s10805-015-9250-6

Cited by 44 publications

(32 citation statements)

References 30 publications

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“…Numerous authors have examined the types of plagiarism (Walker, 1998;Curtis and Vardanega, 2016), its causes (Rettinger and Kramer, 2009;Horbach and Halffman, 2019), or its consequences (Ho, 2015;Kashian et al, 2015). Some studies look at the issue from the students' perspectives (Childers and Bruton, 2016;Cronan et al, 2018), others from the professors' (Thomas and De Bruin, 2012;Bruton and Childers, 2016). However, most of the literature has focused on punishing perpetrators of plagiarism rather than preventing it.…”

Section: Conceptual Framework Academic Integrity and Plagiarismmentioning

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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Section: Conceptual Framework Academic Integrity and Plagiarismmentioning

confidence: 99%

Teaching Academic Integrity in Quebec Universities: Roles Professors Adopt

2019

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“…Student confusion might also be the result of the constantly changing, elusive nature of academic misconduct (Hulsart & McCarthy, 2011); for instance, even the Association of College and Research Libraries (ACRL) has been implicated for providing an imprecise definition of plagiarism (Germek, 2009). Indeed, research on the prevalence of academic misconduct can be compromised by ambiguous descriptions of academic misconduct (Childers & Bruton, 2016).…”

Section: Review Of the Literaturementioning

confidence: 99%

The Library and the Writing Centre Build a Workshop: Exploring the Impact of an Asynchronous Online Academic Integrity Course

Ard

2019

New Review of Academic Librarianship

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This research investigated the impact of implementing an asynchronous online academic integrity workshop at the University of South Alabama. The workshop featured interactive modules designed to teach students about ethical conduct, impart study skills correlated with academic integrity, and provide instruction on integrating and citing sources. Quantitative and qualitative data were collected through a pretest and posttest and an open-ended survey. Quantitative analysis indicated statistically significant improvements in scores among the 1,312 participants. Qualitative feedback revealed that students became more aware of the expectations of higher education, including the fact that scholarship is a conversation. These positive results correlate with prior research concerning academic integrity workshops. While previous studies explore particular acts of academic misconduct, especially plagiarism, this study demonstrates how collaboration between a university's library and writing centre can familiarise students with both the practical aspects of academic integrity and the expectations of college coursework and academic culture.

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“…Adam, 2015;Childers and Bruton, 2016;Greenberger, Holbeck, Steele and Dyer, 2016;Krishan, Kanchan, Baryah, Mukhra, 2016;McGrail1 and McGrail, 2015;Pecorari, 2015;Tauginienė, 2016) and in the realm of second language (L2) medium higher education (e.g. Abasi and Akbari, 2008;Abasi and Graves, 2008;Adam, 2015;Ahmadi, 2014;Flowerdew and Li, 2007;Joyce, 2007;Pecorari 2015;Pecorari and Petrić 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Plagiarism policies in Iranian university TEFL teachers’ syllabuses: an exploratory study

Nushi

Firoozkohi

2017

Int J Educ Integr

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Plagiarism has been on the rise amongst university students in recent decades. This study puts university teachers in the spotlight and investigates their role in raising students' awareness about plagiarism. To that end, plagiarism policies in 207 Iranian university TEFL teachers' syllabuses were analyzed. The researchers analyzed the syllabuses to find out if they contain a plagiarism policy, and if so, how the term is defined; whether they approach the issue of plagiarism directly; if they offer students any guidelines on how to avoid plagiarism; and if the consequences of committing plagiarism are specified. The results indicated that the majority of the syllabuses (83. 6%) lacked a plagiarism policy and those that did include a policy were often vague in their definition of the phenomenon. However, when there was a plagiarism policy in the syllabuses, the teachers tried to address the issue directly half of the time and offered students brief guidelines on how to avoid plagiaristic behavior, which was a small step in the right direction. It is recommended that other higher education institutions make it obligatory for their academic staff to include a plagiarism policy in their syllabuses if they wish to cultivate academic integrity in students.

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“Should It Be Considered Plagiarism?” Student Perceptions of Complex Citation Issues

Cited by 44 publications

References 30 publications

Teaching Academic Integrity in Quebec Universities: Roles Professors Adopt

Teaching Academic Integrity in Quebec Universities: Roles Professors Adopt

The Library and the Writing Centre Build a Workshop: Exploring the Impact of an Asynchronous Online Academic Integrity Course

Plagiarism policies in Iranian university TEFL teachers’ syllabuses: an exploratory study

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