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Finishing the Jigsaw: consolidating and profiling the plagiarism awareness service at UCD Library
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Finishing the Jigsaw: consolidating and profiling the plagiarism awareness service at UCD Library


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Presentation given by Jennifer Collery, Liaison Librarian at University College Dublin Library, to the IFLA Information Literacy Section Satellite Meeting on August 14, 2014 in Limerick, Ireland.

Presentation given by Jennifer Collery, Liaison Librarian at University College Dublin Library, to the IFLA Information Literacy Section Satellite Meeting on August 14, 2014 in Limerick, Ireland.

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  • My name is Jenny Collery. I am a College Liaison Librarian at University College Dublin. I am going to talk about how, as newly appoint lead on Plagiairsm, I have begun to consolidate and profile the service.
  • A newly appointed lead, I aimed to design a programme that was adaptable enough to link into the newly designed Learning Support Model
    Available Online
    Academic or Tutor Led
    Librarian Led

    I wanted to keep the emphasis on ethics and critical thinking and the real-life application of the necessary skills.

    Researchers such as Pecorari, (2013), Lampert, (2008) and Gallant (2014) all emphasise skills in this arena should be taken outside of the curriculum and show students how it applies to their lives as a Life Long Learning Skill.
  • UCD Plagiarism Policy
    University College Dublin has a clear policy on plagiarism. This details the what constitutes plagiarism, what the procedures are, and what the penalties incurred will be incurred if it has been deemed a student transgresses. As Pecorari (2013) notes, these policies are generally prescriptive, rather than proscriptive. What not to do, rather then what to do. UCD Plagiairsm policy would fit into this category. Giving the library an “in” or a gap to fill for students.

    Role of the Library
    Lampart (2008) ask why should librarians not be included in plagiarism education. Her answer is, why not? I agree. She quotes Peterson (1988) in arguing that “academic integrity issues are present throughout the research process from retrieval process to the synthesis of these sources…” (Lampart, 2008, p. 53) – so key to all the library does.

    That is our in, there is a need, but we must tread with care. We offer any education and advice conservatively (on the side of caution) and with the caveat to check school policy, guidelines and if possible, talk to the person setting/marking the assignment. Such is the research on the disagreement on what constitute plagiarism.

    But we as librarians, this is because such inconsistencies exist among academic staff, let alone students, on what constitutes plagiarism (Pecarai, 2013, Lampart, 2008)

    The service we can offer is a selection of guidance and support, not the ultimate be-all and end all.
  • The first thing was to map what we already had and then see where there might be room for improvement.

    We had
    Highly popular VLE embedded Plagiairsm Quiz
    Remediate Service
    On demand lectures

    So we had good support of librarian led education, and support for lecturer/student led from our VLE Quiz and Webpage
    For me, the Academic Led and Student Led aspects needed beefing up.
    Online Tutorials
  • For me, the Academic Led and Student Led aspects needed beefing up.
    Online Tutorials
    The key areas I identified firstly to reposition and consolidate were our Online Tutorials, Workshops, and Remediate Service.

    We had the plagiarism quiz which is excellent. Still very popular and provided assessment in blackboard. But we needed something that was independent of the VLE, gave information in a non-assesment and more contextualised format. Providing these would allow lecturers use the tutorials in class time and ALL students to access independently without having to happen to be in a class where the lecturer had embedded it. So this development would improve student led and academic led use of our services.

    The Webpages again are very good. They have the basic information. The referencing guides are the most popular on our whole website.

    With an diminishing liaison team the on-demand lectures put a strain. I aimed then to offer two things. Drop-in workshops for students in semester 1 and 2 and making that workshop in a take-away format for lecturers to use themselves. This development again suit academic and student led.

    So how did it work out?

  • Service repositioning happened organically in line with our new Learning Support Model. Susan Boyle (2012) led the creation of what we call a Learning Support Menu as a one-stop-shop for academics looking for educational library support.

    The College Liaison Team formulated the headings “Retrieving needs and solutions”, “Evaluating needs and solutions”, “Managing needs and solutions” and provided content. This menu provides the perfect spot to profile the Plagiairsm Awareness service to faculty, all in the one place.
  • Supports available under tabs.
  • As you can see, the whole plagiairsm service is available here, with the exception of the plagiairsm workshop, which will be added when it has moved to a new platform.
  • Plagiairsm and 5 referencing & citation tutorials were created in tandum.
    Short time frame & new skills so adapted and re-wrote existing one from IIT Tallaght.
    Open Educational Resource
    Mobile Friendly
    Requested to create a version As Gaeilge (Production Timing, Equal Access & Quality (side-by-side, content design etc.), Publicity (used to using the Irish one), End Result)

    Added then the Thinking Critically when skills improved.
    Study Skills Modules for 1st years will rely on this instead of some of the Palgrave McMillan content
  • Format
    Repositioning here is firstly offering the workshops, but also the delivery. Idea is lecturers and other librarians can also use the workshop for their students.

    Bertram-Gallant (2014) argues that it is important to take plagiarism out of the academic context. Pecorari (2013) outlines how referencing and citation rules can be taught as a set of declarative facts, a didactic style suits some of this content. But writing ethically also means knowing when and how to apply those rule. This procedural and conditional knowledge can be cultivated by doing rather than telling. Pellat (2014) also notes the importance of positive language to encourage students. Both online tutorials and the workshops provide this.

    I attempted used these approaches, naturally. My aim was to engage learners in the content and to make it relevant. Listened to plagiarised pieces of pop music/pop culture icons like Shia LeBeouf. Then discussed plagiarism in university and ask does it matter afterwards.

    3 Group Exercises plus discussion after each of them
    Exercise 1:identify correct paraphrasing by comparing a source with two paraphrased examples
    Exercise 2: Paraphrase one of two simple paragraphs
    Exercise 3: 7 Plagiarism Scenarios – usually do as a group

    Emphasis on discussion afterwards. Looking at correct application, why correct or why incorrect, going on to discuss other scenarios. This discussion was informative for me on the issues people get stuck on and the differences across disciplines.
    Attendance (numbers, disciplines, levels)
    Semester 1: Arts & Engineering
    Levels: Undergraduate students, mature and transitioning from school

    Semester 2: Engineering, Vet
    Levels: Graduate, undergraduate, Staff
    Writing Support Centre encouraged students to go
    Numbers were low, advertise more
    20 at session 1
    10 at session 2

    International Students – expressing a strong need to support in writing assignments, more than just plagiarism avoidance
    Very different co-hort. Discipline specific
    Undergraduates “We have been warned severely about plagiarism, but are not sure what it is” – UCD Mature Student, 2013
    Referencing & Citation – included the basics here, what a reference looks like, in-text citation, quotation, paraphrase, but they wanted more. Especially in second semester. This year experiment with a clinic format on particular styles where students can bring examples they need help with
  • Referral process
    Deputy Registrar of Teaching & Learning – to the Library (me) – I report back that training has occurred.
    Cases where students have been referred on from their schools to the Academic Secretariat, been through disciplinary procedures and are judged to be amenable to change.
    Quite progressive that this re-education happens
    Library can be a neutral space where students can admit problems, ask the stupid questions, and not have to worry about their academic status.
    Interestingly students generally know they have gone wrong, and have a fair idea of what they did wrong.
    So far, main problems have been a lack of either or of disorganisation in taking notes. This would be consistent with research (Pecorari, 2013)
  • Student “Academic Integrity” (LibGuides)
    We are moving to LibGuides for a lot of our content. This would provide the perfect space to consolidate the material aimed at students. LibGuide on Plagiairsm would be perfect here.

    Review content & format of plagiarism tutorial
    This was a first attempt using the articulate product. I would like to get feedback from students using it and lecturers. Improve the look also.

  • Transcript

    • 1. Finishing the jigsaw – consolidating and profiling the Plagiarism Awareness Service at UCD Library Jenny Collery College Liaison Librarian University College Dublin Library
    • 2. UCD Library Learning Support Model Adapted from ANZIL Standards by Lorna Dodd, UCD Library
    • 3. Context: University College Dublin • University Plagiarism Policy • Role of Libraries in Plagiarism Education • UCD Library Approach
    • 4. Plagiarism Service Online (VLE Quiz & Web) Remediation Service On-demand lectures
    • 5. Service Reposition Created by Susan Boyle
    • 6. X 5 trans. & audio, Bord na Gaeilge Sonya Hood & Diarmuid Stokes, UCD Library
    • 7. Avoiding Plagiarism Workshops Week 6 Semester 1 & 2 ..we have been warned all about plagiarism, we just aren’t sure what it is…” UCD Mature Student
    • 8. Remediation Service …putting students on the right track
    • 9. Developments 2014/15 • Student “Academic Integrity” Space (LibGuides) • Review content & format of plagiarism tutorial • Identify key leaders in Colleges & Schools around academic integrity or writing • International Students – look to develop services to support this significant cohort
    • 10. In Summary • Reposition through Learning Support Menu • Development of new Online Tutorials • Offering Workshops (drop-in & take-away) • Continuation of Remediation Service • Continued Development
    • 11. Bibliography Academic Secretariat UCD Registry (2005) Plagiarism Policy, Dublin: University College Dublin. Available at: Blum, S. (2010) My word! Plagiarism and college culture. Ithica, N.Y.: Cornell University Press. Boyle, S. and University College Dublin Library (2012) Learning Support Menu. Dublin: University College Dublin Library. Available at: Collery, J. 'Bradaíl - Seachain í thar aon rud eile! [Plagiarism - Avoid it at all costs!]', CONUL Annual Seminar, Trinity College Dublin. Collery, J. 'Enhancing educational outreach: development of an online plagiarism tutorial'', EdTech 2014, University College Dublin. Collery, J. 'Open Educational Resources: Nuts and bolts of developing an online plagiarism tutorial', LIR Annual Seminar, Trinity College Dublin. Dodd, L. and University College Dublin Library (2012) UCD Library Learning Support Model. Dublin: UCD Library. Available at: Gallant, T. B. (2007) 'The complexity of integrity culture change: A case study of a liberal arts college', Review of Higher Education, 30(4), pp. 391-+. Gallant, T. B. 'Where next? Integrity for the “real world”', 6th International Integrity & Plagiairsm Conference: promoting authentic assessment, Sage Gatehead, Newcastle. Lampert, L. D. (2008) Combating student plagiarism : an academic librarian's guide. Chandos information professional series Oxford: Chandos. Pecorari, D. (2013) Teaching to avoid plagiarism : how to promote good source use. Maidenhead, Berkshire: McGraw-Hill Education, Open University Press. Pellatt, J. 'Qualitative evalutation of an initiative to improve undergraduate referencing in a UK business school (APA)', 6th International Integrity & Plagiarism Conference: Promotion of authentic assessment, Sage Gateshead, Newcastle. University College Dublin (2009) UCD Strategy for Education and Student Experience, 2009 - 2013, Dublin: University College Dublin. Available at:
    • 12. Questions? Jenny Collery College Liaison Librarian University College Dublin Library