Lokse & Lag - Deterring plagiarism by strengthening teacher qualifications (poster)

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Lokse & Lag - Deterring plagiarism by strengthening teacher qualifications (poster)

  1. 1. DETERRING STUDENT PLAGIARISM BYSTRENGTHENING TEACHER QUALIFICATIONSMariann Løkse & Torstein Låg email: mariann.lokse@uit.noUniversity Library of Tromsø torstein.lag@uit.no Abstract We describe an online course directed at all faculty at the University of Tromsø. The course is a collaborative effort between the University Library and the Resource Centre for Teaching, Learning, and Technology. It is inspired by Jude Carroll’s holistic approach to deterring plagiarism. Project purpose At the University of Tromsø, Norway, we offer regular introductory courses in information literacy for students. This year we have decided to focus on the challenges of plagiarism in particular. Course design – Pedagogical elements In order to strengthen the teachers’ qualifications, the Each part contains texts and short videos, featuring Jude University Library and the Resource Centre for Teaching, Carroll, that express the main ideas. Supplementing these Learning, and Technology at the University of Tromsø are short exercises designed to stimulate further have started collaborating on an online course about discussion and thoughts. These exercises are contextual, in plagiarism directed at all teaching staff. the sense that they relate specifically to the course content in a given part, thus hopefully deepening the participants’ Our aim is to help teachers and supervisors build an engagement with the issues. understanding of how they can help students achieve better learning and concurrently avoid plagiarism. There Each step also links to additional resources in the form of are two reasons why we have chosen to target teacher sample student exercises, hand-outs etc. that teachers can qualifications: use or adapt in their own teaching. This is intended to help the teachers see which elements the students find difficult, i) Inspired by Jude Carroll’s teachings, we realised the and why certain topics are particularly important for the importance of working with this issue using a variety of students to be exposed to. methods. To pave the way for a holistic approach to deterring plagiarism, teachers are the most obvious Through these exercises and resources, we also hope to starting point. ii) Teachers are also usually in a better highlight the advantages of integrating generic position to influence and guide students than library competencies, like academic writing and information staff are. literacy, with discipline specific courses, because it helps the students see connections between their subject and the academic values promoted by their teachers. Course design – Topical organisation Implementation The course is designed as a step-by-step course in six parts. During spring and early autumn 2013, the course will be used as an integrated part of two teacher training courses Thematically the course is organised in the following that are part of the University’s teacher development topics, which we believe will answer some of the program. In addition we intend to let selected groups of questions a teacher may have about plagiarism: teachers test and evaluate the course for us. i) What is plagiarism? Defining plagiarism quite broadly to emphasise the gap between At the present time (March/April 2013) we are preparing unintentional plagiarism and deliberate cheating. talks with the University’s Department of academic affairs, ii) Why students plagiarise. A brief review of possible in order to ensure central management endorsement. causes, but highlighting lack of student confidence and competence. We will spend time revising and improving the course iii) Teaching the skills. The importance of teaching based on the evaluations from the preliminary testing and students about academic values and why we cite the experiences of our first participants. The course will be the way we do. Advice on how to do it. officially launched in August. iv) Redesigning assignments. Perhaps the most important element. Designing out opportunities for plagiarism – forcing students to use what they CONCLUSION know. It is too early to conclude, but we hope the course will v) Detection. Text-matching tools and other ways to have a positive impact on both teaching and learning. Its detect plagiarism. success or failure will likely depend on how the course is vi) Procedures. What to do when plagiarism happens? received by the teaching staff it is aimed at.

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