Successfully reported this slideshow.
Your SlideShare is downloading. ×

Reuse, Recycle, Repurpose: Moving from a plagiarism guide to a sustainable good academic practice toolkit - Lynne Meehan & Clare Trowell

Ad

Moving from a plagiarism guide to a sustainable good
academic practice toolkit
Lynne Meehan (she/her) & Clare Trowell (she...

Ad

Outline
Our starting point
Our approach
What helped
Case Studies
Future iterations

Ad

Starting point - the plagiarism
libguide

Ad

Ad

Ad

Ad

Ad

Ad

Ad

Ad

Ad

Ad

Ad

Ad

Ad

Ad

Check these out next

1 of 17 Ad
1 of 17 Ad

Reuse, Recycle, Repurpose: Moving from a plagiarism guide to a sustainable good academic practice toolkit - Lynne Meehan & Clare Trowell

Download to read offline

Presented at LILAC 2022

Presented at LILAC 2022

Advertisement
Advertisement

More Related Content

More from IL Group (CILIP Information Literacy Group) (20)

Advertisement

Reuse, Recycle, Repurpose: Moving from a plagiarism guide to a sustainable good academic practice toolkit - Lynne Meehan & Clare Trowell

  1. 1. Moving from a plagiarism guide to a sustainable good academic practice toolkit Lynne Meehan (she/her) & Clare Trowell (she/her) Recycle Repurpose Reuse
  2. 2. Outline Our starting point Our approach What helped Case Studies Future iterations
  3. 3. Starting point - the plagiarism libguide
  4. 4. With a quiz at the end
  5. 5. Our Approach Active learning Formative assessment Summative assessment For all disciplines Supports self- directed learning and face to face teaching Open to all, with embedded subject elements
  6. 6. Reuse We re-used the existing Libguide, incorporating new elements around good academic practice
  7. 7. Recycle We recycled the short quiz to create an embedded formative assessment
  8. 8. Repurpose We repurposed a pre- existing Moodle quiz
  9. 9. What helped Technical knowledge Peer review Support from central teams Cambridge Information Literacy Network
  10. 10. What we have now
  11. 11. What we have now
  12. 12. What Went Well We had a good starting point Expertise from across the University Working collaboratively Iteration and feedback Led to the creation of other online resources across Cambridge
  13. 13. Case Studies AFRICAN STUDIES Embedded quiz into Moodle in October 2020 Supported the move to online teaching Continues to be used and support face to face sessions "Thanks very much for developing this, I certainly was grateful for this during Michaelmas, and as a tool to refer back to throughout the rest of this year." CHEMICAL ENGINEERING Embedded quiz into Moodle in October 2021 Links also given to LibGuide as part of department support for Good Academic Practice Feedback gathered from students has revealed that we can further align the Guide and the Quiz, as well as add some further practical examples.
  14. 14. Future iterations Revisit promotion Revisit Review the quiz and guide Review Create a workshop for Summer 2022 Create
  15. 15. Want to undertake a similar project? What are your current institutional drivers? Identify what you have already? What change is needed and who can help with this? How will you promote?
  16. 16. Any Questions https://libguides.cam.ac.uk/plagiarism
  17. 17. Clare Trowell Marshall Librarian University of Cambridge Email: clt61@cam.ac.uk Lynne Meehan Engineering and Technology Librarian University of Cambridge Email: lm746@cam.ac.uk

Editor's Notes

  • We used to have Libguide – with advice about how to avoid plagiarism
  • This was the minimal interactivity available 
    – a quiz at the end
  • Active learning 
    Formative assessment (via questions within the GAP Libguide)
    Summative assessment (via a Moodle Quiz)
    Working with subject specialists – generic but could be used by any discipline
    It needed to teach the information by engaging students through active learning
    We needed some formative and summative assessment to encourage self-directed independent learning
    Our learning resource needed to be available online to all subject areas 
    It also needed to work with face-to-face teaching as well as online learning (OER Open? Educational Resource) n.b. add cc by licence
    …to encourage re-use, recycling and repurposing!!!
  • Together these three components comprise the Good Academic Practice Toolkit
  • Technical knowledge: we needed Html editing skills not just the content editor in Libguides
    Peer review from a CUP Learning Technologist and Education Quality and Policy Office (EQPO)
    Buy-in, support and sponsorship from our central teaching office: Cambridge Centre for Teaching and Learning e.g. assisting with promotion via the CCTL newsletter
    The network of librarians/CILN across Cambridge, creating, testing and using the resource
  • Outline of the toolkit or Image
    Libguide with elements
    Moodle quiz
  • Outline of the toolkit or Image
    Libguide with elements
    Moodle quiz
  • We will demonstrate that innovation can be iterative and how we will continue with this iterative approach as we continue to grow and develop our own understanding of information literacy and critical pedagogy. 
    We did not destroy and begin again
    Draft 1
    Peer review
    Draft 2
    More feedback routes
    Further iteration: more personalised integration
    vels of study, using summative, as well as formative assessment. This toolkit was among the first of its kind at Cambridge and has since been followed with other generic resources that can be adapted for different contexts across the university. 
    Reflective Practice Toolkit
    Critical Reading Moodle Course
    Literature Searching Moodle Course (in progress)We will demonstrate that innovation can be iterative and how we will continue with this iterative approach as we continue to grow and develop our own understanding of information literacy and critical pedagogy. 
    We did not destroy and begin again
    Draft 1
    Peer review
    Draft 2
    More feedback routes
    Further iteration: more personalised integration
    vels of study, using summative, as well as formative assessment. This toolkit was among the first of its kind at Cambridge and has since been followed with other generic resources that can be adapted for different contexts across the university. 
    Reflective Practice Toolkit
    Critical Reading Moodle Course
    Literature Searching Moodle Course (in progress)
  • Revisit promotion of the toolkit to embed into more disciplines
    Review the quiz and guide to create more links between the resources 
    Plans for a workshop over Summer 2022

    https://libguides.cam.ac.uk/plagiarism
  • What helped slide repackages

    Align with institutional drivers – identify with potential opportunities across the institution
    What do you have already that can be adapted
    What needs changing – who can help with this. Also consider peer review and well as undertaking adaption

    What Promotion needs to be there and be sustainable 

    Buy – in

    Identify the opportunity

    Adapt and use across the organisation

    Recycling, reusing and repurposing our own guide. 

×