Bradley - A subject-driven, case-based approach to plagiarism prevention education (teachmeet abstract)

525 views
462 views

Published on

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
525
On SlideShare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Bradley - A subject-driven, case-based approach to plagiarism prevention education (teachmeet abstract)

  1. 1. A subject-driven, case-based approach to plagiarism prevention educationCara Bradley, University of Regina, cara.bradley@uregina.caLibrarians with assigned subject liaison responsibilities are ideally positioned toparticipate in plagiarism prevention education situated in the disciplines; indeed, theinclusion of ethical information use in the major English-language information literacystandards (SCONUL Seven Pillars, ACRL Information Literacy CompetencyStandards, and the Australian and New Zealand Information Literacy Framework)mandates that librarians assume an active role in educating students aboutplagiarism and other information ethics topics.As plagiarism is an important issue facing university instructors around the world, it isunfortunate that plagiarism prevention education programs seem to fall short ofmeeting student needs (Davis, 2012; Howard, 2008). Current educationalapproaches tend to be homogenous, without recognition of the diverse issues andquestions arising across different academic disciplines. This presentation advocatesfor the importance of subject-specific plagiarism education that situates integritydiscussions in the context of the discipline under study. It also promotes a case-based approach that uses high-profile cases to emphasize the broader implicationsof plagiarism. When combined with controversial and thought-provoking discussionquestions, this subject-specific and case-based approach results in highly relevantand engaging discussion and reflection on complex plagiarism issues in thedisciplines.Learning outcomes include an increased awareness of the diverse plagiarism issuesthat arise across disciplines, recognition of the need to situate plagiarism discussionsin disciplinary contexts, andappreciation of the value of using real cases as plagiarism prevention teaching tools.Additionally, participants will gain an awareness of strengths and limitations of thisapproach, reflect on the role of the librarian in offering this instruction, and hear tipsand resources for locating suitable cases.ReferencesDavis, M. (2012). International postgraduate students’ experiences of plagiarismeducation in the UK: tudent, tutor and expert perspectives. International Journal forEducational Integrity, 8(2). Retrieved fromhttp://www.ojs.unisa.edu.au/index.php/IJEI/article/view/807Howard, R. M. (2008). Plagiarizing (from) graduate students. In R.M. Howard & A.E.Robillard (Eds.), Pluralizing plagiarism: Identities, contexts, pedagogies (pp. 92–100).Portsmouth, NH: Boynton/Cook.

×