ACRL Spring Virtual Institute 2012


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Proactively Preventing Plagiarism: How a Library Workshop Affects the Campus Culture presentation for the ACRL Spring Virtual Institute of 2012.

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  • Plagiarism is complicated. Students are expected to learn about plagiarism on their own. Little or no formal education about plagiarism is provided to students. The literature suggests that proactive education is the best way to prevent plagiarism, not plagiarism detection software or other reactive solutions. This workshop will proactively assist students in learning about plagiarism and how to avoid plagiarizing.
  • Laura puckett-boler collaboration
  • Collaboration with Jane Addison and Karen Swetland.
  • Recognizing growing needs for lower and upper-level students Creating Advanced Workshop – face-to-face and its online component Online Advanced Workshop has gained popularity among nursing faculty who teach Nursing Research courses Both workshops get updated every semester
  • A two-hours workshop with more advanced assignments Mentioned in the Student Handbook in the section about the Code of Academic Integrity as one of the sanction for violating the Code. Has not been advertised separately Students are referred by the Dean of Students
  • Sending an email at the beginning of the semester Attending faculty meetings Libguide for faculty “ A word of mouth”
  • Giving updates on a regular basis at the Library Management Meeting Providing statistics at the end of the semester Encouraging to attend a workshop Asking if somebody would like to teach with one of us This semester two our colleagues have taught four classes along with Bree and Lola The Library Instruction Coordinator has set a goal to involve more librarians to teach workshops in the Fall 2012
  • Success has created a growing demand Faculty are looking for us, and we already have got a request to teach workshops in the Fall The faculty have recognized the importance of created awareness Our goal is to continue collaborating with the faculty in helping students understand the concept of plagiarism and learning how to prevent it.
  • ACRL Spring Virtual Institute 2012

    1. 1. How a Library Workshop Affects the Campus Culture
    2. 2. PresentersBreanne Kirsch- Lola Bradley-Evening Public Services Reference Librarian at theLibrarian at the University University of Southof South Carolina Upstate Carolina Upstate
    3. 3. Poll 1Do you have a plagiarism workshop at your library? A. Yes B. No
    4. 4. Poll 2Who teaches the plagiarism workshop if there is one offered at your library? A. Librarians B. Writing Center or Student Success Center C. Someone Else
    5. 5. Beginning the Plagiarism Prevention Workshop • Ellen Tillett- • Director of Public Services, Sandor Teszler Library of Wofford College University of South Carolina Upstate Faculty: • Jane Addison- • Senior Instructor, Director of the Writing Center • Mary Theokas- • Assistant Vice Chancellor for the Student Success Center • Laura Puckett-Boler- • Dean of Students
    6. 6. What to Include• What is plagiarism?• Why is it important?• Avoiding Plagiarism• Paraphrasing• Common Knowledge• Citations
    7. 7. What is Plagiarism?
    8. 8. Why is it Important?
    9. 9. Avoiding Plagiarism
    10. 10. Paraphrasing
    11. 11. Common Knowledge
    12. 12. Citations
    13. 13. Pre-Test and Post-Test
    14. 14. Post-Test
    15. 15. Activities1: Plagiarism or Not2: Paraphrasing3: Common Knowledge4: Goblin Game
    16. 16. Plagiarism or NotStudent Z was interested in getting a good grade on the final paper, but writing was always her weakest point, so she found two anonymous articles online, combined them, used several paragraphs from each article, and presented it as her work. Using online anonymous articles is still considered plagiarism. It is not plagiarism because it was found on the Internet, and the student mixed up the articles.
    17. 17. ParaphrasingRead the following quotes and choose the best paraphrase from the choices given below the quote.“But perhaps the most heroic act of all was staying true to Rowling’s vision. ‘Think about it,’ says Columbus. ‘If they had cast American actors or put cheerleaders at Hogwarts—and all these hideous ideas were indeed being pitched and discussed at the time—Harry Potter would have been one movie, not a series. It would have died.’” –Jensen, Jeff. “So Long, Harry.” Entertainment Weekly 8 July 2011: 32-35. Print.  The most heroic act of all in Harry Potter was staying true to Rowling’s vision and not including things like American actors or cheerleaders at Hogwarts.  The Harry Potter movies almost cast American actors or put cheerleaders at Hogwarts, but instead, stayed true to Rowling’s vision.  Perhaps the most heroic act of all was staying true to Rowling’s vision and not following hideous ideas like having cheerleaders at Hogwarts.  The Harry Potter movies remained true to Rowling’s books and as a result, became a bestselling series rather than a single, failed movie.
    18. 18. Common KnowledgeThere are four seasons in the year.  Common Knowledge Needs CitationThe motion sensors in virtual reality gloves affect telepresence (illusion of being there).  Common Knowledge Needs CitationOn September 11, 2001, New York City and Washington D.C. suffered terrorist attacks.  Common Knowledge Needs CitationThe speed of light is 3 X 10E8 meters per second.  Common Knowledge Needs Citation
    19. 19. Goblin GameMary Broussard, Instructional Services Librarian at Lycoming College, created the Goblin Threat Game.
    20. 20. Distance EducationNeed for an online version for distance education students.BlackboardTeaching Online CourseWorking with the IT representatives, Tom Davis , Technology Training Specialist, and Cindy Jennings, Director of Instructional Technologies
    21. 21. Poll 3What kind of learning management system software is used to support distance education at your university/college? A. Blackboard B. Moodle C. Adobe Connect 8 D. Other
    22. 22. Teaching Online CourseDesign Best PracticesManaging an Online CourseTools for Teaching OnlineDistance Learning Library SupportDesign and AccessibilityCopyright Considerations
    23. 23. Poll 4Do you or your colleagues teach online courses? A. Yes B. Planning to teach in the near future C. Would love to do it, but it is not possible yet D. Not Possible
    24. 24. Workshop DesignProactive vs. Reactive Basic Advanced Reactive Remedial
    25. 25. Basic vs. AdvancedBasic Lower –level courses, mostly Composition 1 & Composition 2 Multiple-choice activitiesAdvanced Growing needs Upper-level and subject-specific courses Summarizing the Basic Workshop Individualized activities Hands-on and group interaction
    26. 26. Advanced Workshop
    27. 27. Remedial WorkshopReferral from the Dean of StudentsTwo-hour lengthServes as a sanction for violating the Code of Academic IntegrityHas not been advertised otherwise
    28. 28. Promoting the Workshops on CampusEmail each semesterFaculty meetingsLibrary guide for faculty“Word of mouth” Year Face-to- Online Number of Face Classes Classes Students 2010 Fall 4 0 51 2011 Spring 5 0 70 2011 Fall 17 4 304 2012 Spring 17 5 477
    29. 29. Collaboration Outside the University31 High School Students from the Spartanburg Day School8 Home School Students from the South Carolina Connections Academy
    30. 30. Collaborating with Our ColleaguesUpdates at the Library Management MeetingStatistics each semesterWord of encouragementOffering opportunities to teach a workshopWorking with the Bibliographic Instruction Coordinator
    31. 31. What Didn’t Work “Anyone who has never made a mistake has never tried anything new.” - Albert EinsteinMarketing workshop to students: Posters Bookmarks However:The Writing Center – 2 students signed up for the workshopInterview with the student newspaper Carolinian
    32. 32. Outcomes and the Future of the WorkshopsSuccess has created a growing demandRequests for FallCreating awarenessContinuing collaboration
    33. 33. Bibliography Madray, Amrita. “The Anatomy of a Plagiarism Initiative: One Library’s Campus Collaboration,” Public Services Quarterly, 4, no. 2 (2008): 111-25. Shepley, Susan E. “Building a Virtual Campus: Librarians as Collaborators in Online Course Development and Learning,” Journal of Library Administration, 49, no. 1-2 (2009): 89-95. Wolfe, Judith A., Ted Naylor, and Jeanetta Drueke. “The Role of the Academic Reference Librarian in the Learning Commons,” Reference & Services Quarterly, 50, no. 2 (2010): 108-13. Miller, Robert, Edward O’Donnell, Neal Pomea, Joseph Rawson, Ryan Shepard, and Cynthia Thomas. “Library-Lead Faculty Workshops: Helping Distance Educators Meet Information Literacy Goals in the Online Classroom,” Journal of Library Administration, 50, no. 7-8 (2010): 830-56.
    34. 34. Thank You!Breanne Kirsch- Lola Bradley-Evening Public Services Reference Librarian atLibrarian at the University the University of Southof South Carolina Upstate, Carolina Upstate, lbradley@uscupstate.edu864-503-5613 864-503-5006