Start Them Early and Right: Creating a Culture of Academic Integrity in Elementary Schools

Abstract

Children today live their lives online, which makes information literacy a topic of consideration even in elementary grades. If plagiarism is not addressed in information literacy education, then it may become a problem, even with the youngest children. The purpose of the chapter is to suggest teaching information literacy systematically in elementary schools to help prevent plagiarism later in life. Two major approaches are identified in dealing with plagiarism in elementary schools: legislation and education. While some schools focus on setting up rules that guard and penalize plagiarism, others focus on teaching children why plagiarism is wrong and how to avoid it. Ideas and resources for teachers to use in their classroom are provided. Appropriate instruction in information literacy to prevent plagiarism can be integrated in elementary classes, and more research on plagiarism prevention education in an elementary school context will be beneficial.

Understanding Provincial and Territorial Academic Integrity Policies for Elementary and Secondary Education in Canada

“…Education leaders at the provincial, school division, and school levels in Canada should work together to develop holistic policies that are informed by research and the experiences of all stakeholders, including educators, parents, and students. Such policies must support teaching and learning environments where academic integrity is deemed valuable, is highly respected, and is consistently practiced, and that fosters the development of trusting relationships between students and teachers to support learning (Wan & Scott, 2016). Academic integrity policies must also provide guidance for appropriate consequences for academic misconduct, while at the same time avoiding the development of "... a climate of fear among students and a desire to challenge the system" (Bailey, 2010) by implementing zero tolerance policies, which may be flawed and ineffective (e.g., as shown for non-academic misconduct; Martinez, 2009).…”

“…There are several possible predictors for cheating during high school. Peer culture, achievement pressures, fear of failure (Schab, 1991), lack of consequences (Christensen Hughes & McCabe, 2006), and failure to understand the actions that constitute plagiarism and other forms of academic misconduct are associated with increased rates of academic cheating in middle-school students (Wan & Gut, 2008;Wan & Scott, 2016). Parents may also facilitate the cheating behaviours of their children as they "have traditionally been encouraged by elementary and secondary schools to participate in their children's education" (Davis et al, 2009, p. 6).…”

“…Changing current practice would arguably be enhanced if teacher training programs in postsecondary institutions were to provide preservice teachers with holistic education on academic integrity, including an understanding of the various perspectives and cultural traditions (e.g., First Nations perspectives; Lindstrom, 2022;Poitras Pratt & Gladue, 2022), and ethical assessment in K-12 education (Malone, 2020;Sisti, 2007;Wan & Scott, 2016). Such education would help to ensure that they are equipped to make professional decisions and can model the values of honesty, respect, and responsibility upon entry into the profession.…”

“…This is necessary as teachers serve as important role models and are held to high standards in terms of their character and values (Lumpkin, 2008). Administrators in elementary and secondary schools should also ensure that teachers feel comfortable discussing school procedures with them (Yoannou, 2014) and have access to ongoing professional development to stay current with the latest developments in the field of academic integrity (Wan & Scott, 2016). Teachers who value, model, and practice academic integrity are more likely to provide direct instruction to students so that they can develop the appropriate skills to complete their assignments with integrity (Peters & Cadieux, 2019).…”

“…Effective intervention is possible only when the circumstances surrounding the cheating situation are understood. For example, if students have not been instructed or have not had time to practice learning with integrity, behaviours could be viewed as "teachable moments'" for building skills rather than executing a standardized punishment (McGowan, 2005;Wan & Scott, 2016). Moreover, because of the increasing rates of academic misconduct at the high school level, teaching relevant skills in the early elementary grades is necessary.…”