A holistic approach is required to create and maintain academic integrity in early education years in Africa. This includes the role of the teachers, school library professionals, school administration, and local education departments, and related stakeholders such as anti-corruption unit/department of a particular country! Study reported that in many African nations have well-established and active anti-corruption departments and campaigns (Doig et al., 2005; Kututwa, 2005; United Nations - Office on Drugs and Crime, 2022) that can be integrated into the school curriculum and linked to academic integrity and values education.

1. Insights on Academic Integrity Literacy
Instruction and Policy Development in
African Schools: A Call for Action
North West University
South Africa
October 11, 2022

2. Introduction
Study Objectives
Purpose Statement
Literature Review
Methodology Recommendations
Conclusions
Discussion
Findings/Results
Table of contents
02
06

3. Academic Integrity
The International Center for Academic Integrity (ICAI) defines academic
integrity as a commitment to six fundamental values: honesty, trust, fairness,
respect, responsibility and courage (2022).
Academic Integrity Literacy (AIL) is “understanding, gaining and exhibiting
the connected knowledge, skills and actions towards ethical and responsible
use of information in academia and everyday life” (Hossain, 2020).

4. Current situation & problems statement
Schools do not consider
“integrity” or “ethics” as part
of overall performance
management
02
Education departments and school administrations give little to
no attention to AIL and information literacy in general
Teachers & Librarians
Not all teachers and
librarians understand
academic honesty, the
purpose and value.
Students & Parents
Roughly 1 in 10 in middle school and 1 in
5 high schools received AIL education.
Parents are doing their children's
homework which develops children to
accept others’ work as their own.
Problems
Schools

5. To explore who is involved in
academic integrity literacy instruction
in K-12
To understand the state of policy
and procedure development around
academic integrity education in K-12
Study objectives
AIL Instruction AIL Policy
Information Literacy

6. Purpose statement
This global study seeks to explore the current state of Academic Integrity instruction and
policy development in K-12 schools through the lens of School Library Professionals (SLPs).
More specifically, the study aims:
● To explore who is involved in academic integrity and copyright literacy instruction in K-12;
● To understand school library professionals involved in teaching/coaching Academic Integrity and
Copyright Literacy;
● To examine the support and guidance the education/curriculum authorities provide to member
schools toward academic integrity and copyright literacy education
● To understand the state of policy and procedure development around academic integrity and
copyright literacy education in K-12;
● To determine the opportunities and challenges of academic integrity and copyright literacy
education promotion/implementation in K-12

7. What Literature Informs Us (WLIU)?

8. WLIU: African Context?

9. Methodology
Type of data
Motives
Data collection
Specific
sampling
Quantitative & Qualitative
Likert type, Open-ended &
Closed-ended Qs
To understand
the current
situation
Qualified School
Librarians
Survey @Google Forms
Exploratory

10. Survey Development & Analysis
Phase 01
Survey Instrument Selection
& Questions formulation
Phase 02
Pilot test
Phase 04
Sharing with the SL
Associations &
Organizations
Phase 05
Spreadsheet analysis
SPSS
Phase 03
Sharing on Listserv &
Social Media
Phase 06
Grouping Individual
Country/Region

11. Results
Findings

13. Primary 50%
Middle School 32.2%
High School 17.9%
To what extend AIL is taught in participating African schools (n=28)?

15. To whom AIL sessions are given?
Students
Teachers
Parents
57.7%
27.1%
5.4%

16. Who values
AI in your
school?
60.1%
School Principal 57.5%
Teachers
57.9%
Program Coordinators

18. Discussion
Despite the importance and clear implications of AIE
and AIP for K-12 schools, this study reveals that many
schools in Africa do not meaningfully engage in such
initiatives.

19. Discussion
Participating SLPs indicated there are a number of reasons for
this, including:
⮚ a lack of support from school principals or from program
coordinators;
⮚ teachers put little emphasis on AIL skills integration in core subjects;
⮚ there is no clear policy on AIL instruction;
⮚ SLPs do not have a dedicated lesson or no school/district-wide AIL
scope and sequence documents to teach academic integrity, or have
limited opportunity/time to collaborate.

20. Recommendations & Conclusion
A holistic approach is required to create and maintain academic integrity in early education years in Africa.
This includes the role of the teachers, school library professionals, school administration, and local
education departments, and related stakeholders such as anti-corruption unit/department of a particular
country! Study reported that in many African nations have well-established and active anti-corruption
departments and campaigns (Doig et al., 2005; Kututwa, 2005; United Nations - Office on Drugs and Crime,
2022) that can be integrated into the school curriculum and linked to academic integrity and values
education.

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