This document describes a study that investigated the attitudes of academic librarians towards internet plagiarism by higher education students. A Delphi study was conducted with 10 academic librarian participants. The study examined how librarians define internet plagiarism, their perceived role in combating it, and the skills and techniques they have or will adopt. The responses demonstrated that plagiarism has many definitions but is easier online. Librarians saw collaboration with academics as vital to address internet plagiarism, though opinions varied on roles. A blended approach was recommended involving policing, prevention through early information literacy education.
This document outlines the course Reference Sources & Information Literacy. The course introduces students to reference sources in both print and digital formats, and the concept of information literacy. The goals are to expose students to the information paradigm and how it affects society, different types of reference sources and services/skills needed, and information literacy concepts, models, and standards. Students will learn about plagiarism, research skills, library skills, databases/indexes, and more through lectures, discussions, practical exercises writing about reference sources and information literacy, and presenting their work in a Web 2.0 format.
This document provides an overview and summary of the key issues regarding research and development in the Philippines. It notes that the Philippines spends a very small percentage of its GDP on R&D compared to other countries. While private sector spending on R&D has increased and now outpaces public sector spending, there remains a lack of adequate and qualified research personnel. Additionally, research projects tend to be short-term and disjointed rather than long-term programs, and there is a lack of collaboration between industry and universities when it comes to applying research findings. Strengthening the link between private sector needs and academic research is seen as important for improving the impact and usefulness of R&D in the Philippines.
Theory And Methodology In Networked Learninggrainne
This document discusses theories and methodologies used in networked learning research. It begins by defining networked learning as learning that promotes connections between learners, learners and tutors, and learners and learning resources through the use of information and communication technologies. The document then discusses some of the dominant theoretical perspectives in the field, including cultural-historical activity theory, communities of practice, actor-network theory, and cybernetics and systems thinking. It also outlines some common methodological approaches such as content analysis, ethnography, case studies, action research, and evaluation. Finally, it discusses challenges of interdisciplinary research in networked learning and strategies for overcoming those challenges.
This document discusses a research project exploring communities of practice around information literacy among faculty at York St. John University. The research aims to understand differing conceptions of information literacy, establish if critical approaches are already part of teaching practices, examine how faculty experience and evaluate information literacy, and create a platform for information literacy dialogue. It reviews relevant literature on communities of practice and social learning approaches. Initial pilot interviews provided evidence that faculty have information literacy concerns and values embedded in their teaching, with one faculty more aligned with emerging critical approaches and one with traditional skills models.
British academics from different disciplines: comparing their conceptions of ...Sheila Webber
An English translation of: Webber, S., Boon, S. and Johnston, B. (2006) "Comparaison des conceptions pédagogiques de la maîtrise de l’information chez des universitaires britanniques de différentes disciplines." Actes des 5èmes Rencontres Formist: Lyon: 2005. Lyon: ENSSIB.
Analysing Electronic Theses And Dissertations (ETDs) In South AfricaRenee Lewis
The document discusses electronic theses and dissertations (ETDs) in South Africa. It finds that 73% of survey participants found obtaining research material online more efficient than paper sources. While 51% were familiar with ETDs, 87% agreed adding theses to an online database would improve accessibility. The document reviews what constitutes an ETD and provides a historical overview of ETDs, noting some South African universities participate in the international NDLTD network for ETDs.
Here are the key points about bibliometrics and information
evaluation:
- Bibliometrics is the use of citations to evaluate the impact and influence of
research publications. It is commonly used in research evaluation exercises.
- Databases like WoS, Scopus and Google Scholar have citation searching
capabilities to identify highly cited papers in a field and track citations to a
researcher's work.
- Altmetrics is an emerging field that looks at the broader impact of research
through social media mentions, bookmarks, reviews etc. It provides a more
timely measure of impact.
- Each database has strengths and limitations in coverage. WoS indexes fewer
journals but is more selective. Scopus has
This document outlines the course Reference Sources & Information Literacy. The course introduces students to reference sources in both print and digital formats, and the concept of information literacy. The goals are to expose students to the information paradigm and how it affects society, different types of reference sources and services/skills needed, and information literacy concepts, models, and standards. Students will learn about plagiarism, research skills, library skills, databases/indexes, and more through lectures, discussions, practical exercises writing about reference sources and information literacy, and presenting their work in a Web 2.0 format.
This document provides an overview and summary of the key issues regarding research and development in the Philippines. It notes that the Philippines spends a very small percentage of its GDP on R&D compared to other countries. While private sector spending on R&D has increased and now outpaces public sector spending, there remains a lack of adequate and qualified research personnel. Additionally, research projects tend to be short-term and disjointed rather than long-term programs, and there is a lack of collaboration between industry and universities when it comes to applying research findings. Strengthening the link between private sector needs and academic research is seen as important for improving the impact and usefulness of R&D in the Philippines.
Theory And Methodology In Networked Learninggrainne
This document discusses theories and methodologies used in networked learning research. It begins by defining networked learning as learning that promotes connections between learners, learners and tutors, and learners and learning resources through the use of information and communication technologies. The document then discusses some of the dominant theoretical perspectives in the field, including cultural-historical activity theory, communities of practice, actor-network theory, and cybernetics and systems thinking. It also outlines some common methodological approaches such as content analysis, ethnography, case studies, action research, and evaluation. Finally, it discusses challenges of interdisciplinary research in networked learning and strategies for overcoming those challenges.
This document discusses a research project exploring communities of practice around information literacy among faculty at York St. John University. The research aims to understand differing conceptions of information literacy, establish if critical approaches are already part of teaching practices, examine how faculty experience and evaluate information literacy, and create a platform for information literacy dialogue. It reviews relevant literature on communities of practice and social learning approaches. Initial pilot interviews provided evidence that faculty have information literacy concerns and values embedded in their teaching, with one faculty more aligned with emerging critical approaches and one with traditional skills models.
British academics from different disciplines: comparing their conceptions of ...Sheila Webber
An English translation of: Webber, S., Boon, S. and Johnston, B. (2006) "Comparaison des conceptions pédagogiques de la maîtrise de l’information chez des universitaires britanniques de différentes disciplines." Actes des 5èmes Rencontres Formist: Lyon: 2005. Lyon: ENSSIB.
Analysing Electronic Theses And Dissertations (ETDs) In South AfricaRenee Lewis
The document discusses electronic theses and dissertations (ETDs) in South Africa. It finds that 73% of survey participants found obtaining research material online more efficient than paper sources. While 51% were familiar with ETDs, 87% agreed adding theses to an online database would improve accessibility. The document reviews what constitutes an ETD and provides a historical overview of ETDs, noting some South African universities participate in the international NDLTD network for ETDs.
Here are the key points about bibliometrics and information
evaluation:
- Bibliometrics is the use of citations to evaluate the impact and influence of
research publications. It is commonly used in research evaluation exercises.
- Databases like WoS, Scopus and Google Scholar have citation searching
capabilities to identify highly cited papers in a field and track citations to a
researcher's work.
- Altmetrics is an emerging field that looks at the broader impact of research
through social media mentions, bookmarks, reviews etc. It provides a more
timely measure of impact.
- Each database has strengths and limitations in coverage. WoS indexes fewer
journals but is more selective. Scopus has
Article
Connecting
Participant
Observation Positions:
Toward a Reflexive
Framework for
Studying Social
Movements
Patrick McCurdy
1
and Julie Uldam
2
Abstract
In this article, we argue for the importance of considering participant
observation roles in relation to both insider/outsider and overt/covert
roles. Through combining key academic debates on participant observa-
tion, which have separately considered insider/outsider and overt/cov-
ert participant observation, we develop a reflexive framework to
assist researchers in (1) locating the type of participant observation
research; (2) identifying implications of participant observation for both
the research and the subjects under study; and (3) reflecting on how
one’s role as participant observer shifts over the course of fieldwork
and considering the implications of this. To illustrate these dynamics,
1 Department of Communication, University of Ottawa, Ottawa, ON, Canada
2 Department of Intercultural Communication and Management, Copenhagen Business
School, Copenhagen, Denmark
Corresponding Author:
Patrick McCurdy, Department of Communication, University of Ottawa, 55 Laurier Avenue
East, Ottawa, ON, Canada K1N 6N5.
Email: [email protected]
Field Methods
2014, Vol 26(1) 40-55
ª The Author(s) 2013
Reprints and permission:
sagepub.com/journalsPermissions.nav
DOI: 10.1177/1525822X13500448
fm.sagepub.com
http://www.sagepub.com/journalsPermissions.nav
http://fm.sagepub.com
we draw on two examples from our own ethnographic research experi-
ences in direct action anticapitalist movements.
Keywords
participant observation, social movements, insider, ethnography, covert
research
Recent protest events—from Egypt’s Tahrir Square to the Occupy Wall
Street movement—have spurred numerous claims about activists’ motiva-
tions, their agenda, and the role of online social media in mobilizing pro-
testers. Participant observation can help generate insights into these issues
from the perspective of the activists. However, participant observation is
not an impartial window into the motivations and rationales of activists and
their practices. It is inevitably influenced by our relations with the research
subjects and our interpretations of what we observe. Through combining
key academic debates on participant observation, which have separately
considered insider/outsider and overt/covert participant observation in rela-
tion to studying social movements, this article develops a ‘‘quadrant’’ that
can be used by scholars as a heuristic tool in (1) locating the type of par-
ticipant observation research; (2) identifying implications of participant
observation for both the research and the movement under study; and
(3) reflecting on how one’s role as participant observer shifted during field-
work and considering the implications of this.
Past scholarship has recognized tensions, challenges, and ethical dilem-
mas of overt versus covert research (Lauder 2003; Litcherman 2002). Co ...
The document summarizes a presentation on the language used to communicate information literacy. It discusses current research analyzing student language in library skills support and related literature on the use of terminology. Attendees participated in discussion and debate activities about how language impacts engagement. They reflected on how their views may have changed based on the session. The presentation addressed balancing precise terminology with accessibility and concluded effective communication requires recognizing complexity without oversimplifying concepts.
This document discusses information literacy and its role as a catalyst for educational change. It begins by defining information literacy and outlining some of its key aspects. It then examines some of the challenges of implementing information literacy in higher education, such as supporting lifelong learning skills, developing a learning culture, and addressing diverse student needs through flexible teaching approaches. The document argues that information literacy can empower both learners and librarians when implemented through a clear collaborative strategy between faculty, libraries, and administrators. When adopted as a pedagogical framework, information literacy can support lifelong learning and increase institutional and national competitiveness.
OU/Leverhulme Open World Learning: Knowledge Exchange and Book Launch Event p...Bart Rienties
This online event will be a showcase of leading research in the field of open learning, conducted by Doctoral Scholars of The Open University and Leverhulme Trust’s Open World Learning programme, whose work is being recognised with the launch of a new open-access Open World Learning Book.
The event will feature an opening panel discussion on the achievements of our Doctoral Scholars, a collection of themed break-out sessions where scholars will share their research studies and their social impacts, and close with a roundtable where our scholars will consider the future of open learning.
Learning in the 21st century is undergoing both subtle and radical transformation due to the impact of digital, innovative, network technologies. Open learning provides unprecedented access to educational information, providing support to learners worldwide. However, it is not the technologies themselves that represent the biggest change, but the opportunities for access to formal and informal learning.
The Open World Learning programme has been funded by the Leverhulme Trust and The Open University to provide 18 Scholars the opportunity to identify changes in open learning which may exclude, rather than include those who would most benefit. Despite technological advancements, the main challenges to open learning are access-related. Our Open World Learning Scholars have been researching the barriers to access for those whose experiences open learning can benefit most and addressing issues where possible.
Hosted by Professor Bart Rienties, Programme Lead of the Open World Learning programme at the OU's Institute of Educational Technology, this two-hour event will provide a knowledge exchange platform to learn from our Open World Learning Doctoral Scholars and celebrate their exceptional achievements with the Open World Learning Book Launch.
We hope you join us and register to attend our free event. Follow us on the IETatOU Twitter and visit the IET website where a series of digital and social content will be shared highlighting the work of our Open World Learning scholars.
Visit us here: https://iet.open.ac.uk | https://twitter.com/ietatou
This document summarizes a study on how college students seek information to meet their everyday life needs. A survey of over 8,000 students at 25 U.S. colleges found that most students look for news, health, purchase, and spiritual information. Students rely heavily on search engines but find filtering results difficult. Students use a hybrid approach, combining search engines and asking friends and family. The study provides insight into how digital natives approach everyday tasks and seeks to understand their information problem-solving skills.
Annotated Bibliography Of Evaluating The Educational Impact Of Digital LibrariesJoaquin Hamad
This document provides an annotated bibliography summarizing research on evaluating the educational impact of digital libraries. It includes a summary and analysis section that defines key terms, observes trends in the literature, reviews the resources included, and suggests areas for further consideration. The bibliography itself is organized alphabetically and provides citations, abstracts, summaries when needed, and comments analyzing each resource's relevance to evaluating the impact of digital libraries on teaching and learning. The document was compiled to support developing a strategy for evaluating the National Science Digital Library's impact on STEM education.
The document discusses open educational resources (OERs) and practices at the Knowledge Cloud. It defines OERs as educational resources that can be freely used and adapted for teaching and learning. It describes how OERs are typically organized and stored as learning objects in learning object repositories (LORs). It also introduces the concepts of open learning designs (Open LDs), which describe the teaching and learning process for a unit or course, and learning design repositories (LDRs) which store Open LDs along with metadata.
Identifying Evaluation Standards for Online Information Literacy Tutorials (O...Hang Dong
This document summarizes existing research on evaluating online information literacy tutorials (OILTs). It finds that the most common evaluation methods are usability testing and pre- and post-tests. It also finds that each study evaluates a specific OILT rather than using standardized evaluation criteria. The document then proposes categorizing OILTs in different ways, such as modular vs. non-modular and use of text vs. video, before developing comprehensive evaluation standards. It concludes that OILTs should be evaluated according to these categories to ensure elements like appropriate length, interactive components, and accuracy of resources.
This chapter explores the reasons why science communication is important and how it can be effectively achieved. It examines societal factors like declining trust in experts, changes in knowledge production, increased information sources, and public participation concerns as motivations for increased science communication. The chapter outlines key goals for science communication at the individual, institutional and strategic levels. It then discusses different types of science communication and various methods used, analyzing the advantages and disadvantages of traditional media, live events and online formats. The chapter concludes by providing best practice recommendations for effective science communication.
Ch5 e research and scholarly community in the humanitiesWebometrics Class
This document summarizes a study on the Network of Early European Research (NEER), an Australian network that aims to support research on European culture and history between the 5th and 19th centuries. The study found that while NEER members see it primarily as a network to expand contacts and access information, it has also fostered some collaborative research projects. Participation in NEER impacted about half of members' understanding of scholarly community, enabling new opportunities for collaboration, information sharing, and relationship building. However, for some members a true sense of community remained a potential that required more time to develop interpersonal connections.
A Tale Of Two Genres Engaging Audiences In Academic Blogs And Three Minute T...Amy Cernava
This document discusses how academics engage audiences in academic blogs and Three Minute Thesis (3MT) presentations. It analyzes 65 blog posts and 65 3MT presentations to examine how academics establish rapport with non-specialist audiences. The analysis found that 3MT presentations deployed more engagement features overall, especially those that explicitly addressed or directed audiences. Academic blogs emphasized shared knowledge and offered more parenthetical commentary. Variations are explained by differences in mode and context, such as the time-constrained competitive nature of 3MT presentations. The findings shed light on how engagement works in different academic contexts and genres.
Social research methods and open educational resources: a literature review (...CSAPSubjectCentre
A literature review written by Kate Orton-Johnson and Ian Fairweather as part of the C-SAP (Higher Education Academy's Centre for Sociology, Anthropology and Politics) project "Discovering Collections of Social Science Open Educational Resources".
This document summarizes a keynote presentation about designing learning in an open world utilizing new technologies. It discusses how social media and open educational resources provide opportunities for collaboration and sharing of resources. However, learners and teachers lack digital literacy skills to make effective use of these tools. The document outlines a vision for the future of learning leveraging new technologies. It also discusses challenges, including a lack of skills and issues integrating new tools. The presentation focuses on strategies to address these challenges through research on open educational practices and designing learning experiences that effectively combine pedagogy and technology.
Library as a third place and her contribution to social capital皓仁 柯
This document discusses public libraries as places that contribute to social capital. It outlines research on libraries as meeting places and third places based on prior studies. The document then presents research questions about how library users in Taiwan utilize public libraries, the perceived outcomes of libraries, whether libraries serve as meeting/third places, and the types of social capital libraries contribute to. The methodology discusses plans to distribute a questionnaire to library users in Taiwan to collect data on demographics, library space use, perceived outcomes, and social capital. Preliminary results on respondent demographics are also presented.
This document summarizes a study on the everyday life information-seeking behavior of college students. The study was based on surveys of over 8,000 students from 25 U.S. colleges. It found that students have a variety of everyday information needs, including news, purchases, and health. Students use both online and offline sources like search engines and friends/family. While search engines are popular, students find filtering search results difficult. Overall, students use a hybrid strategy of online and offline sources to meet their everyday information needs.
The document provides an environmental scan of issues impacting academic libraries in 2015. It discusses trends in higher education including rising costs, decreased funding, and new technology-driven models. It also summarizes key issues for libraries regarding collections like e-books and demand-driven acquisition, streaming media, textbooks, and collaborative print management. The scan emphasizes libraries' evolving role in providing access to new forms of scholarship and assessing collections in light of metrics beyond traditional ownership.
Re-imagining the role of Institutional Repository in Open ScholarshipLeslie Chan
Keynote at the OpenAIRE and COAR Joint Conference Open Access: Movement to Reality
Putting the Pieces Together. Acropolis Museum, Athens, Greece, May 21-13, 2014
COURSE CODE COURSE NAME BRM221 Research Method IICourseCruzIbarra161
COURSE CODE COURSE NAME: BRM221 Research Method II
Coursename: Research Method II
Professor: Marc Ribot
Student name: Dorsan Masure
Student Number: 7181
Program: Digital Business
Date of submission: 21/03/2021
Year: 2020 - 2021
Assignment/ Case (e.g. name or/and assignment’s number): Midterm evaluation
Academic Year 2020-2021
Term / Semester: fall
DECLARATION BY STUDENT
I hereby undersign that the work submitted is my own effort. I certify that all material in this Dissertation, which is not my own work, has been identified and acknowledged. No materials are included for which a degree has been previously conferred upon me.
Signature (Student): _____________________________
(
Key Factors for the Success of Western Europe
Dorsan Paul Masure
March 21, 2021
) (
EU Business School
Research Method II
)
Contents
Key Factors for the Success of Western Europe2
Research approach2
Research methods to use3
Types of data4
Research hypothesis5
References6
Key Factors for the Success of Western Europe
As matter of fact, it was Western Europe that has the most advanced civilization as compared to America and Africa. Western Europe constitutes about 8% of the earth's landmass. Between the 14th century and the 19th century, Europe had already colonized 80% of the entire continent. The success of Western Europe does not result from the inherent European cultural superiority. Through the political fragmentation, there was productive competition in the Western European countries. The rulers in this region valued competition and always wished for productive intellectuals and artisans to work in the industries (Colantone & Stanig, 2019). Therefore, industrialization and civilization played a key role in the success of Western Europe. This paper provides the methodology to be used in this research paper. Research approach
This is a descriptive study because it tries to identify the characteristics of a problem by describing it. For instance, this research looks at the key factor that led to the success of Western Europe. Such a subject matter cannot be described entirely in the details. Therefore, it requires a researcher to select facts that will occur. Descriptive research approaches answer research questions of what, when, and where but not why. More so, the facts, in this case, require the researcher to gather them according to pre-determined criteria as well as demonstrating the relationships of interest. Descriptive studies provide a generalized understanding of a problem, which can also help understand other specific problems. For instance, for this descriptive study, the research intends to illustrate how Western Europe was successful compared to other parts of Europe by exploring the factors for the success (Lans and van der Voordt, 2021).Research methods to use
Even though the qualitative research method can be used in descriptive research approaches, quantitative methodologies are essential. Therefore, a careful research design s ...
Writing Poetry In The Upper Grades Poetry Lessons,Angie Miller
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied with the work. It emphasizes that original, high-quality content is guaranteed or a full refund will be provided.
ReMarkable 2 Is A 10.3-Inch E-Paper Tablet With A Stylus, Starts AtAngie Miller
The document discusses plea bargains, which are agreements between prosecutors and defendants where the defendant agrees to plead guilty in exchange for a lesser charge or sentence. The essay will create a scenario where a prosecutor proposes a plea offer to a defendant, and the defense counsel prepares a counteroffer. Plea bargains are most common for misdemeanors and low-level felonies, as well as cases where the prosecutor and defense attorney have an established working relationship.
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Article
Connecting
Participant
Observation Positions:
Toward a Reflexive
Framework for
Studying Social
Movements
Patrick McCurdy
1
and Julie Uldam
2
Abstract
In this article, we argue for the importance of considering participant
observation roles in relation to both insider/outsider and overt/covert
roles. Through combining key academic debates on participant observa-
tion, which have separately considered insider/outsider and overt/cov-
ert participant observation, we develop a reflexive framework to
assist researchers in (1) locating the type of participant observation
research; (2) identifying implications of participant observation for both
the research and the subjects under study; and (3) reflecting on how
one’s role as participant observer shifts over the course of fieldwork
and considering the implications of this. To illustrate these dynamics,
1 Department of Communication, University of Ottawa, Ottawa, ON, Canada
2 Department of Intercultural Communication and Management, Copenhagen Business
School, Copenhagen, Denmark
Corresponding Author:
Patrick McCurdy, Department of Communication, University of Ottawa, 55 Laurier Avenue
East, Ottawa, ON, Canada K1N 6N5.
Email: [email protected]
Field Methods
2014, Vol 26(1) 40-55
ª The Author(s) 2013
Reprints and permission:
sagepub.com/journalsPermissions.nav
DOI: 10.1177/1525822X13500448
fm.sagepub.com
http://www.sagepub.com/journalsPermissions.nav
http://fm.sagepub.com
we draw on two examples from our own ethnographic research experi-
ences in direct action anticapitalist movements.
Keywords
participant observation, social movements, insider, ethnography, covert
research
Recent protest events—from Egypt’s Tahrir Square to the Occupy Wall
Street movement—have spurred numerous claims about activists’ motiva-
tions, their agenda, and the role of online social media in mobilizing pro-
testers. Participant observation can help generate insights into these issues
from the perspective of the activists. However, participant observation is
not an impartial window into the motivations and rationales of activists and
their practices. It is inevitably influenced by our relations with the research
subjects and our interpretations of what we observe. Through combining
key academic debates on participant observation, which have separately
considered insider/outsider and overt/covert participant observation in rela-
tion to studying social movements, this article develops a ‘‘quadrant’’ that
can be used by scholars as a heuristic tool in (1) locating the type of par-
ticipant observation research; (2) identifying implications of participant
observation for both the research and the movement under study; and
(3) reflecting on how one’s role as participant observer shifted during field-
work and considering the implications of this.
Past scholarship has recognized tensions, challenges, and ethical dilem-
mas of overt versus covert research (Lauder 2003; Litcherman 2002). Co ...
The document summarizes a presentation on the language used to communicate information literacy. It discusses current research analyzing student language in library skills support and related literature on the use of terminology. Attendees participated in discussion and debate activities about how language impacts engagement. They reflected on how their views may have changed based on the session. The presentation addressed balancing precise terminology with accessibility and concluded effective communication requires recognizing complexity without oversimplifying concepts.
This document discusses information literacy and its role as a catalyst for educational change. It begins by defining information literacy and outlining some of its key aspects. It then examines some of the challenges of implementing information literacy in higher education, such as supporting lifelong learning skills, developing a learning culture, and addressing diverse student needs through flexible teaching approaches. The document argues that information literacy can empower both learners and librarians when implemented through a clear collaborative strategy between faculty, libraries, and administrators. When adopted as a pedagogical framework, information literacy can support lifelong learning and increase institutional and national competitiveness.
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The event will feature an opening panel discussion on the achievements of our Doctoral Scholars, a collection of themed break-out sessions where scholars will share their research studies and their social impacts, and close with a roundtable where our scholars will consider the future of open learning.
Learning in the 21st century is undergoing both subtle and radical transformation due to the impact of digital, innovative, network technologies. Open learning provides unprecedented access to educational information, providing support to learners worldwide. However, it is not the technologies themselves that represent the biggest change, but the opportunities for access to formal and informal learning.
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Hosted by Professor Bart Rienties, Programme Lead of the Open World Learning programme at the OU's Institute of Educational Technology, this two-hour event will provide a knowledge exchange platform to learn from our Open World Learning Doctoral Scholars and celebrate their exceptional achievements with the Open World Learning Book Launch.
We hope you join us and register to attend our free event. Follow us on the IETatOU Twitter and visit the IET website where a series of digital and social content will be shared highlighting the work of our Open World Learning scholars.
Visit us here: https://iet.open.ac.uk | https://twitter.com/ietatou
This document summarizes a study on how college students seek information to meet their everyday life needs. A survey of over 8,000 students at 25 U.S. colleges found that most students look for news, health, purchase, and spiritual information. Students rely heavily on search engines but find filtering results difficult. Students use a hybrid approach, combining search engines and asking friends and family. The study provides insight into how digital natives approach everyday tasks and seeks to understand their information problem-solving skills.
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COURSE CODE COURSE NAME BRM221 Research Method IICourseCruzIbarra161
COURSE CODE COURSE NAME: BRM221 Research Method II
Coursename: Research Method II
Professor: Marc Ribot
Student name: Dorsan Masure
Student Number: 7181
Program: Digital Business
Date of submission: 21/03/2021
Year: 2020 - 2021
Assignment/ Case (e.g. name or/and assignment’s number): Midterm evaluation
Academic Year 2020-2021
Term / Semester: fall
DECLARATION BY STUDENT
I hereby undersign that the work submitted is my own effort. I certify that all material in this Dissertation, which is not my own work, has been identified and acknowledged. No materials are included for which a degree has been previously conferred upon me.
Signature (Student): _____________________________
(
Key Factors for the Success of Western Europe
Dorsan Paul Masure
March 21, 2021
) (
EU Business School
Research Method II
)
Contents
Key Factors for the Success of Western Europe2
Research approach2
Research methods to use3
Types of data4
Research hypothesis5
References6
Key Factors for the Success of Western Europe
As matter of fact, it was Western Europe that has the most advanced civilization as compared to America and Africa. Western Europe constitutes about 8% of the earth's landmass. Between the 14th century and the 19th century, Europe had already colonized 80% of the entire continent. The success of Western Europe does not result from the inherent European cultural superiority. Through the political fragmentation, there was productive competition in the Western European countries. The rulers in this region valued competition and always wished for productive intellectuals and artisans to work in the industries (Colantone & Stanig, 2019). Therefore, industrialization and civilization played a key role in the success of Western Europe. This paper provides the methodology to be used in this research paper. Research approach
This is a descriptive study because it tries to identify the characteristics of a problem by describing it. For instance, this research looks at the key factor that led to the success of Western Europe. Such a subject matter cannot be described entirely in the details. Therefore, it requires a researcher to select facts that will occur. Descriptive research approaches answer research questions of what, when, and where but not why. More so, the facts, in this case, require the researcher to gather them according to pre-determined criteria as well as demonstrating the relationships of interest. Descriptive studies provide a generalized understanding of a problem, which can also help understand other specific problems. For instance, for this descriptive study, the research intends to illustrate how Western Europe was successful compared to other parts of Europe by exploring the factors for the success (Lans and van der Voordt, 2021).Research methods to use
Even though the qualitative research method can be used in descriptive research approaches, quantitative methodologies are essential. Therefore, a careful research design s ...
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An Investigation Into The Attitudes Of Academic Librarians Towards Internet Plagiarism Of HE Students
1. Library and Information Research
Volume 35 Number 110 2011
_______________________________________________________________________________
_______________________________________________________________________
Authors
Rebecca Bartlett works as a Parliamentary Information Officer at the Scottish
Parliament. She recently graduated from Northumbria University with a MA in
Information and Library Management.
Biddy Casselden is a senior lecturer and programme leader of the MA/MSc
Information and Library Management by Distance Learning programme at
Northumbria University.
Email: b.casselden@northumbria.ac.uk
Received 09 December 2010
Accepted 17 July 2011
29
An investigation into the attitudes of academic librarians towards
Internet plagiarism of HE students
Rebecca Bartlett, Biddy Casselden
Abstract
This paper investigates the attitudes of academic librarians towards Internet
plagiarism by higher education students in the United Kingdom (UK), examining
how they define Internet plagiarism, their perceived role in combating this
phenomenon, and the skills and techniques they have or will adopt to achieve this.
A Delphi study was undertaken using a sample of 10 respondents. The responses
demonstrated that plagiarism is a multifaceted term and not easily definable,
however respondents were unanimous in their opinion that the Internet has made
it easier to plagiarise. The potential for active collaboration between librarians
and academics to jointly address Internet plagiarism was seen as vital by all
respondents, although opinion was divided on the role of librarians and
academics. A blended approach is recommended, which involves involving
policing and prevention; in addition to ensuring that students are achieving
information literacy well before they reach the gates of the University.
1 Introduction
This research paper aims to report an investigation into the attitudes of academic
librarians towards Internet plagiarism of higher education students in the United
Kingdom (UK), particularly with regard to how they define Internet plagiarism,
their perceived role in combating this phenomenon, and the skills and techniques
they have or will adopt to achieve this.
The term „plagiarism‟ can be traced back to the Latin word plagiarius meaning
kidnapper or plunderer (Park, 2003; Granitz and Loewy, 2006; Sharkey and Culp,
2005). Baruchson-Arib and Yaari (2004) attest that since the eighteenth century
2. Library and Information Research
Volume 35 Number 110 2011
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_______________________________________________________________________________
R. Bartlett and B. Casselden 30
the word has generally been associated with language and literary theft,
consequently in a literary sense plagiarists “borrow, steal or take material
belonging ostensibly to someone else” (Marsh, 2007,31). The longevity of
plagiarism is recognised by Lampert (2008,49) who is keen to point out that
librarian involvement in plagiarism is not new, stating “reference librarians have
probably helped track down plagiarised texts (...) for centuries.”
The rapid growth of the Internet with its wealth, immediacy and universality of
information has spawned a new form of plagiarism which has been labelled
“cyberplagiarism” (Singh, 2005, 918), “cybercheating” (Stebelman, 1998, 48),
“cut and paste plagiarism” (Granitz and Loewy, 2006, 297) and “e-plagiarism”
(Sharkey and Culp, 2005), resulting in what Junion-Metz (2000) calls the e-
plagiarism plague. Research indicates the level of students admitting to
committing Internet plagiarism varies, ranging from 15% (Burke, 2004), 40%
(Wood, 2004) 50% (Szabo and Underwood, 2004) to as much as 80% (Auer and
Krupar, 2001; Gorman, 2006).
There is mixed debate as to the severity of this phenomenon, and if indeed it is a
problem. Some authors are sceptical about the assertion that the Internet has
increased plagiarism, for example, Scanlon and Neumann (2002) argue that the
growth of the Internet has not led to an exponential rise in student plagiarism, and
that levels of Internet plagiarism reflected levels of traditional plagiarism.
Similarly, Selwyn (2008) reported that students were almost equally as likely to
commit plagiarism from printed resources as they were from electronic resources.
However, these views represent a minority opinion in the literature, with an
alternative viewpoint offered by authors including (Gorman, 2008; Auer and
Krupar, 2001; Lampert, 2008 and Smith, 2003) who all suggest student plagiarism
has increased as a direct consequence of the Internet.
While studies exist reflecting on Internet plagiarism from the perspective of a
student (for example Ashworth et al., 1997) and teaching staff (for example,
Burke, 2004) there is little concerning librarian attitudes and the role they have to
play in becoming, “plagiarism busters” (Wood 2004, 237). Not only are
librarians are in a “unique position” to confront the problem (Lampert 2008, 145),
they also have an “ethical obligation” to help tackle this phenomenon (Auer and
Krupar 2001, 427). It is for this reason that this study concentrates on the attitude
of the librarian towards this phenomenon, and what they can do to alleviate the
problem.
2 Methodology
A Delphi study was undertaken in order to discover how academic librarians
viewed student Internet plagiarism, how they viewed their role in terms of
combating it, and opinions regarding expectations of their role expressed in the
literature.
The Delphi method is sufficiently versatile to allow it to be applied to the
exploration and resolution of issues in areas including health, education and the
environment (Skulmoski et al. 2007). It has also been used in the field of
librarianship (for example Westbrook (1997); Feret and Marcinek (2005).
3. Library and Information Research
Volume 35 Number 110 2011
_______________________________________________________________________________
_______________________________________________________________________________
R. Bartlett and B. Casselden 31
Pickard (2007) outlines the stages a traditional Delphi study should follow. These
stages served to underpin the implementation of the research project and enabled a
logical and organised study. The stages followed, as suggested by Pickard (2007),
can be defined as to
Determine the overall aim of the study
Conduct a comprehensive review of literature relevant to the study
Secure expert participants for the study
Ensure participants are well informed of what will be expected of them as the
study progresses
Create a questionnaire for the first round of the Delphi study
Pilot the questionnaire and amending as necessary
First round – provide an opportunity for participants to complete the piloted
questionnaire
Analyse the first round responses; presented anonymously to participants
Second round – provide an opportunity for respondents to review and reflect
on the findings of the first round and provide further comment where
necessary
Repeat the process if necessary
Present the findings of the study
An important consideration in any Delphi study is the selection of participants,
particularly the selection of expert participants. Although it is sometimes difficult
to clearly define what is meant by an expert, Ziglio (1996, 14) does however offer
an insight into what constitutes an expert; and that an expert should possess,
“knowledge and practical engagement with the issues under investigation.”
Therefore for the purposes of this research, expert participants comprised
academic librarians who possessed knowledge and/or practical experience of
teaching about plagiarism and the Internet.
A group of 10 participants, as recommended by Ziglio (1996), was selected which
provided a study group of sufficient size to incorporate the necessary range of
experience and expertise, balanced with the time available for the study.
Although it could be argued that the views of 10 participants cannot fully
represent a wider view, the careful selection of key experts providing meaningful
responses, and the opportunity for informed group judgments (Adler and Ziglio
1996, 14) ensures that the results are of value to a wider audience.
The use of email as the only means of communication throughout the Delphi
study enabled participants to come from a widely dispersed geographical area
within the UK. Additional benefits of using email included its speed of reaching
those on the Delphi panel and removal of stationery costs traditionally associated
with sending letters (Geist, 2010).
The range of questions asked on the Delphi questionnaire was limited to 8 open
questions, concerning:
4. Library and Information Research
Volume 35 Number 110 2011
_______________________________________________________________________________
_______________________________________________________________________________
R. Bartlett and B. Casselden 32
Definitions of plagiarism
The role the Internet has played in student plagiarism
Where responsibility lies in terms of combating student plagiarism
The role of the librarian
What skills librarians possess that help to confront internet plagiarism
The role of librarians in individual HE institutions – with examples
Partnership working to tackle Internet Plagiarism
Use of technology to tackle Internet Plagiarsim
Use of open questions enhanced this qualitative data further, allowing the Delphi
panellists greater freedom and opportunities to express their “feelings, ideas,
experiences, opinions, views, attitudes and perspectives” (Davies, 2007, 152), in
line with the overall aim and objectives of the study.
A pilot exercise to test the reliability and validity of the Delphi questionnaire was
conducted as suggested by Davies (2007) and Pickard (2007, 127) who defines
the piloting stage as “almost certainly the single most important step” in the
Delphi process. This not only helped to ensure the use of good quality questions
(Geist 2010, Skulmoski et al. 2007, Davies 2007 and Oppenheim 1992), but also
ensured that wording was scrutinised to avoid misinterpretation, thereby leading
to ambiguous answers (Davies 2007). The pilot provided useful feedback on the
layout, sequence, structure and length of the questions which was incorporated
into the final questionnaire.
As it is well documented that a Delphi study can be a lengthy time commitment
(Hsu and Sandford, 2007; Cape, 2004, Rieger, 1986), and to avoid possible
“Delphi fatigue” (Linstone 2002) of participants undertaking this on a voluntary
basis, it was decided to limit the study to two rounds. Research conducted by
Skulmoski et al. (2007) on the use of the Delphi method in graduate research
reported the majority of Delphi studies consisted of three rounds. However, Cape
(2004, 37) suggests a “well-designed two round survey can still produce good
results.” Although the likelihood of reaching a consensus after two rounds was
more uncertain, it was decided that the information obtained would be invaluable
to the study nonetheless.
A good response rate, according to Mullen (2003, 41), should be a minimum of
70% in a Delphi study. This was encouraged by giving participants a two week
turnaround for responses, and sending reminders after week one, which helped to
secure a100% response rate in both rounds of the Delphi study undertaken.
The benefits of using a Delphi study are numerous. They ensure anonymity of
participants enabling expression of opinions which an individual may not feel
confident in expressing publicly (Brown, 1968) and allow participants to revise
their input from previous rounds without embarrassment (Rowe and Wright,
1999). They also negate the possibility of face to face confrontation which may
occur in other methodologies, for example focus groups (Brown, 1968; Howze
and Dalrymple, 2004; Westbrook, 1997; Rowe and Wright, 1999; Mullen, 2003).
5. Library and Information Research
Volume 35 Number 110 2011
_______________________________________________________________________________
_______________________________________________________________________________
R. Bartlett and B. Casselden 33
Dominance of certain characters is reduced through independent completion of
the study (Brown, 1968; Westbrook, 1997; Mullen, 2003). Kochtanek and Hein
(1999, 247) recognise a Delphi study allows all participants “equal opportunity
and equal weight in their input.” This is particularly useful for this subject where
there is potential for differing views on how librarians can contribute towards
combating Internet plagiarism.
A unique feature of the Delphi methodology is the provision of controlled
feedback between rounds to respondents. Hsu and Sandford (2007, 2) outline the
feedback process as consisting of a “well organised summary of the prior iteration
[allowing] each participant an opportunity to generate additional insights and
more thoroughly clarify the information developed by previous iteration." This
period for reflection can be considered advantageous when comparing methods of
qualitative research.
However, it would be foolish to assume any research methodology is without its
limitations or criticisms. An early critic of the Delphi methodology was Sackman
(1975) who vociferously attacked the methodology for failing to follow
established scientific procedures however this was quickly refuted by
Goldschmidt (1975). These limitations include the broad nature of questions
(Kochtanek and Hein, 1999); the potential for researchers to over-analyse their
findings (Westbrook, 1997); the lengthy time commitment required from
participants (Pickard, 2007; Cape, 2004) the small sample size (Skulmoski et al.,
2007) and the potential for responses to be influenced by personal agendas
(Skulmoski et al., 2007).
However Geist (2010) is right to point out that such criticisms can be levelled at
any poorly executed research methodology and are not unique to a Delphi study.
3 Analysis
Analysis of the data from this study was required to be structured and systematic
in order to enable full understanding and interpretation of the data. As qualitative
analysis requires a “deep and focussed interaction with the raw data” (Pickard,
2007, 242), the data was analysed using coding and classification; identifying
categories, themes and patterns which emerged from the data. Also, use of
content analysis, whereby labels were attached to “segments of data that depict
what each segment is about” (Charmaz 2006, 3) enabled greater understanding of
the data obtained.
3.1 Definition of plagiarism
All ten respondents agreed that plagiarism could be defined as taking other
people‟s work and passing it off as one‟s own, original work. However when
looking closer at what this means, respondent opinion was divided. The term
“stealing knowledge” was used by one respondent in the first round, which caused
disagreement amongst some of the respondents, who felt that the term “stealing”
was too strong, and that the possibility that plagiarism could be unintentional
rather than malicious had to be considered. The division of opinion between
Delphi respondents reflects the divisions that exist within published literature as
to whether “stealing” and “theft” are synonymous with plagiarism.
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For example, Granitz and Loewy (2006) conducted a study in which the majority
of respondents (42%) associated plagiarism with deontological philosophy. These
authors take the uncompromising position that “under deontology, plagiarism is
morally wrong; perpetrators are stealing” (Granitz and Loewy, 2006, 297). In
opposition authors such as Bombaro (2007) state that accusing a student caught
plagiarising of theft, is harsh.
Unintentional plagiarism was something that all respondents agreed could happen,
due to a number of reasons including, “poor note taking, forgetting to include
speech marks, incorrect referencing and an inability to correctly summarise or
paraphrase”, in addition, “poor handling of information “ and “bad scholarship”
were added to this list. The possibility that plagiarism may occur unintentionally
is also emphasised in literature. Ashworth et al. (1997, 201) claim that there is
“widespread ignorance concerning [plagiarism]” and that students are “unsure
about precisely what [it is].”
A number of respondents supported the role of the librarian in alleviating
accidental plagiarism through referencing education. Additional roles librarians
could undertake to alleviate unintentional plagiarism included highlighting the
consequences of plagiarism, advising and suggesting databases for students, and
highlighting how to use information found on the Internet appropriately. The role
of the librarian in advising and educating on plagiarism, and Internet plagiarism in
particular, is a common theme expressed in the literature on this topic (Auer and
Krupar, 2001; Wood, 2004; Lampert, 2004).
3.2 The role of the Internet
The ease with which Internet plagiarism can be carried out was a key theme to
emerge in the first round of the Delphi study with all ten participants making
reference to it. There was general agreement concerning the fact that the Internet
afforded students with opportunities to “cut and paste” or “copy and paste” text or
chunks of text from websites directly into their own assignments.
In addition respondents commented on the fact that the prevalence of “buy your
essay” sites and paper mills had resulted in an increase in Internet plagiarism.
This echoes the view expressed by Mundava and Chaudhuri (2007, 171) who state
that the “proliferation of paper mills on the Internet is another factor enticing
students to plagiarise.” This view is also supported by, among others, Burke
(2004) and Park (2003).
Respondents agreed that time pressures on students played a part in increasing
plagiarism, in that students increasingly may need to undertake paid work to
support their education, thereby reducing the amount of time they can commit to
studying, and potentially increasing their temptation to copy from the Internet or
buy web-produced assignments. Boden and Stubbings (2006) and Smith and
Ridgway (2008) also support this view.
Respondents also suggested that students may lack adequate training on sourcing
and using material on the Internet, with the consequence that “many students
believe everything they see on the Internet and will often take sources at face
value.” The uncertainty surrounding correct referencing of Internet resources is
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acknowledged by Pears and Shields (2005) while Wiebe (2006) and Wood (2004)
concede that difficulties exist for students who regard the Internet as a free for all,
and have trouble understanding referencing procedures and requirements for its
resources.
Opinion was divided amongst respondents concerning whether websites should
contain information warning against the dangers of direct copying. Roughly half
the respondents thought such guidance would not work in the real world, and
students would simply ignore the warnings.
The majority of respondents felt that students were more likely to copy from the
Internet than printed resources. They mentioned the ease of copying and pasting
from the Internet compared to having to physically write or retype information
from printed sources as the key factor in encouraging Internet plagiarism.
Support for this argument is presented by Auer and Krupar (2001, 418) who
declare “cutting and pasting from computer-based information using networked
computers is easier than retyping material from a book.”
3.3 The role of the librarian and educators
There was also broad agreement from respondents after round one that librarian
involvement in plagiarism instruction is a “natural extension of [their] traditional
role as gatekeepers of information” (Maxymuk 2006, 45). However there was
caution as to the boundaries of such instruction, and opinion was divided as to
whether such a role should be merely instructional or more involved. Roughly
half of the respondents felt the role of educating students on using and referencing
resources correctly, should not extend to policing and punishing plagiarists,
thereby acting as “vehicles for the message”.
Participants however were united in the view that students should take ultimate
responsibility for ensuring their work avoided plagiarism, and that this
responsibility followed the provision of plagiarism instruction/guidance from the
academic institution. All respondents advocated a role for teaching staff in
informing/advising/educating students on plagiarism, and its avoidance, alongside
the teaching of correct referencing and citation procedures. The latter of which
librarians had an important role to play.
Some respondents also placed emphasis on the role of teaching staff suggesting
that plagiarism could, to a large extent, be “designed out” by teaching staff
through their choice of assignment. Culwin and Lancaster (2001) encourage
academics to change assignment criteria annually and to set unique and specific
assignments requiring the personal reflections of students. This tactic is also
supported by Szabo and Underwood (2004), Gourlay and Greig (2007); Granitz
and Loewy (2006); Smith (2003) and Gajadhar (1998) while Maxymuk (2006)
suggests including marked oral presentations in modules.
Participants were asked to consider what skills librarians have which could be
used to ameliorate the problem of Internet plagiarism. The skills most readily
identified were those of referencing and citation of sources.
All respondents agreed that a librarian‟s knowledge of referencing and citation
procedures could be shared with students to help them avoid committing
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plagiarism. This view is supported by Bombaro (2007,298) who declares that
librarians are “experts in the areas of research and citing”. In addition expert
searching skills were seen as a key asset that librarians could use to enhance
students‟ understanding of the Internet and their ability to source material
effectively.
A suggestion to provide a list of high quality websites tailored to specific course
needs, proposed by a respondent in round one, was opposed by other respondents
on the grounds that it would not benefit the students, and would “stifle creative
thought”, discourage “independent thinkers” and dampen research skills and
critical analysis of sources, in addition to creating extra work for librarians.
Several respondents identified librarian involvement in teaching about plagiarism
and referencing, with one respondent detailing how they had been approached by
a faculty to include plagiarism and the Internet in user sessions with students.
There appears to be an increasing demand for academics to have Internet
plagiarism guidance included in librarian-taught sessions. Respondents had also
been involved in the production of booklets on “correct referencing and
plagiarism avoidance” and offered online courses, presentations and workshops
on these topics. This mirrors what published literature has detailed regarding how
librarian-led plagiarism education can be delivered. These include disseminating
information through “websites, tutorials and instructional material” (Wood, 2004,
240), workshops and seminars (Sharkey and Culp, 2005), web and paper based
guidelines (Dames, 2007; Lampert (2008), online tutorials (Maxymuk, 2006) and
classroom based teaching (Bombaro, 2007).
3.4 The future
Many respondents felt the involvement of librarians in plagiarism instruction
would increase in the future. The proposition that librarians should be trained on
plagiarism education received a mixed reaction from respondents. Although some
felt continuing professional development (CPD) could only be a good thing,
others were confident that their knowledge on the topic did not need further
training.
As mentioned earlier, there was initially mixed views on the role of the librarian
in combating plagiarism, especially regarding policing and punishment. There
was a clearer consensus when considering the role of a librarian versus an
academic. Here a clear distinction in what they saw as the appropriate role for
librarians in this respect emerged. The majority of respondents considered that
the role of the librarian should be limited to plagiarism education rather than
detection. Some respondents expanded on this argument explaining that teachers
were more familiar with the subject area and content of texts, and detection often
involved “subject-specific knowledge” more suitable for teaching staff, whereas a
librarian‟s role should be “limited to supporting the educational process on
plagiarism.” These sentiments reflect those expressed by among others Burke
(2004) who writes in respect of the role of the librarian and plagiarism that
“detection is not the main objective in a campaign against plagiarism” and Wood
(2004, 240) who concludes that “it is more effective to prevent plagiarism than to
spend time detecting it after it happens.”
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An interesting finding from this study is that respondents welcomed this role as it
enabled them to remain neutral in the eyes of the student. The importance of
librarians remaining impartial is recognised by Buranen (2009, 30-31) who
believes that they should be regarded by students as “not there to turn them in but
to help them make sense of it all.”
On the other hand, a few respondents argued that involvement in plagiarism
detection may perhaps help to demonstrate the “value of information professionals
within the institution”.
All respondents agreed that in order to combat the problem of Internet plagiarism
active cooperation between librarians and academic staff within academic
institutions is vital. Similarly, this is identified in literature as a key alliance
(Lampert, 2004; Mundava and Chaudhuri, 2007; Wiebe, 2006). A number of
examples of this working relationship already in practice were identified by
respondents, including joint teaching sessions and teaching materials, and helping
academic staff to track down suspected Internet plagiarism
3.5 Use of technology
The use of technology such as Turnitin to tackle Internet plagiarism received a
mixed response from respondents. A perceived benefit of such technology was
that students could check and take responsibility for their own work through
formative use of Turnitin however this view was countered by respondents who
suggested that plagiarism had been a problem long before the introduction of the
Internet. Failure of the technology could result in problems, and the additional
time taken to check work using Turnitin was a negative association. The inability
of such software to tackle the root cause and problems associated with plagiarism
were also identified, and the more fundamental issue of trust, or lack of it, from
compulsory use of such software – and the message this gives to students. Wiebe
(2006) cautions that the introduction of Turnitin into an academic institution can
result in a lack of trust between students and teachers. Among respondents,
opinion was divided as to whether this was likely.
Half the respondents however, agreed that technology had some role to play in
plagiarism detection but that it should be used alongside other more traditional
methods such as education, as a blended approach.
4 Conclusion
The analysis of responses secured through the two rounds of the Delphi study
have presented the views and experiences of current academic librarians towards
Internet plagiarism and their significance in respect of published literature has
been considered. Use of this Delphi approach enabled honest and open
consideration of what can be a contentious subject for some. The fact that
plagiarism is not strictly a „black and white‟ topic meant that respondents were
able to refine their thinking during the rounds, and consider fully the issues raised.
The concluding part of this article will consider the key findings of this study and
what it means for librarians, and future research that should be considered.
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Definition of plagiarism - The responses concerning how one defines
plagiarism demonstrated that plagiarism is a multifaceted term and not easily
definable. However, agreement was reached that, at its most basic level,
plagiarism could be defined as taking the work of others and presenting it as
one‟s own work. The term „stealing‟ was for some respondents too strong a
term. However consensus was nevertheless secured on the potential for
students to commit unintentional plagiarism with all participants recognising
the potential for this, and suggesting ways in which it may occur.
Role of the Internet - Respondents were unanimous in their opinion that the
Internet has made it easier to plagiarise. Cut and paste plagiarism was a key
theme for respondents.
Roles and responsibilities of academic librarians - Opinion was divided
concerning the roles and responsibilities of academic librarians in addressing
and combating Internet plagiarism. It was viewed as a natural extension of a
librarian‟s role, but there was disagreement on the extent of the role and
whether this involvement should be limited to education rather than detection,
and should include a policing and punishing aspect.
Skills of the librarian - A number of relevant skills were identified that have
been utilised by librarians to combat student levels of Internet plagiarism. The
most frequently cited were the librarian‟s knowledge of correct referencing
and citation procedures and their ability to find and use online information.
This guidance was provided through a number of methods including taught
sessions, workshops and online tutorials.
Active collaboration between librarians and educators - The potential for
active collaboration between librarians and academics to jointly address
Internet plagiarism was seen as vital by all respondents. There was clear
agreement on the distinction between their roles: librarians were viewed as
plagiarism educators rather than detectors, in order to keep an air of neutrality.
It was also suggested that Internet plagiarism education for students should
begin at college “when students are first experiencing independent writing in
producing coursework” therefore plagiarism education would become more of
a role for college librarians. This is an interesting suggestion, particularly
when viewed alongside the evidence from Williams (2010) who writes that
schools and colleges are deploying plagiarism detection software “amid
warnings that children as young as eleven need to be taught not to copy and
paste from the Internet.”
Role of technology - The role of technology proved to be the most divisive in
this Delphi study. An agreement could not be reached as to whether digital
technology, particularly Turnitin, presented the most effective method to deter
plagiarism or whether the introduction of technology could foster a lack of
trust between students and academic institutions. However, respondents were
in agreement that plagiarism software did not tackle the root of the problem of
plagiarism, and that a blended approach was the key to tackling this
phenomenon.
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Future research opportunities as a result of this study include examining the
student perspective of plagiarism. Students are not a homogenous entity,
however their views on what they perceive to be plagiarism, and how they search
for information would help clarify the gap between professional and user
perceptions and reality. Examining the views of those in the school/college sector
would help to establish if this phenomenon is something that persists throughout
the whole education system, and is not just an issue affecting those in higher
education. It would also be helpful to conduct further research to determine
whether the results of this study are out of tune with wider opinion or simply
reflect the widely held differences of opinion towards this issue.
In conclusion, this study demonstrates that essentially a blended approach is
necessary to tackle this problem, whereby policing and prevention are in force,
offered by collaborative working with librarians and academics; in addition to
ensuring that our students are achieving full information literacy well before they
reach the hallowed gates of the University.
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