Combating Plagiarism Partnering with faculty to eliminate academic crime Image accessed at .

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Partnering with Partnering with faculty to eliminate faculty to eliminate

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Image accessed at http://librarianinexcellence.blogspot.com/2006/02/is-it-worth-it.html/. April 21, 2008.

Who is Cheating? Who is Cheating?

““I have been teaching 10 years in the college classroomI have been teaching 10 years in the college classroom

and within the last 18 months I have seen a drasticand within the last 18 months I have seen a drastic

increase in incidents in my freshman/sophomore increase in incidents in my freshman/sophomore surveysurvey

courses.” - AASU History Instructorcourses.” - AASU History Instructor

► 40% of students admitted to plagiarizing from written 40% of students admitted to plagiarizing from written sources; 38% to “cut and paste” from internet sources; 38% to “cut and paste” from internet sourcessources Donald McCabe at Rutgers University (New York Times, Donald McCabe at Rutgers University (New York Times,

2003)2003)

Why are they cheating? Why are they cheating?

►Competition / pressure for high gradesCompetition / pressure for high grades►Poor time managementPoor time management►Poor research skillsPoor research skills►Lack of interest in the topicLack of interest in the topic►Low self-confidence in their own Low self-confidence in their own

abilitiesabilities►Genuine ignorance of academic Genuine ignorance of academic

standardsstandards

How can Librarians help? How can Librarians help?

““I think some of them [students] really don’t get why this is I think some of them [students] really don’t get why this is wrong. It’swrong. It’s

hard to hold them accountable if no one has ever explained hard to hold them accountable if no one has ever explained exactlyexactly

what’s ok and what’s not.” what’s ok and what’s not.”

- AASU History Assistant Professor.- AASU History Assistant Professor.

► In our roles as facilitators of research, In our roles as facilitators of research, instructors, and defenders of intellectual instructors, and defenders of intellectual freedom, it falls under our auspices to assist freedom, it falls under our auspices to assist in student education on academic integrity. in student education on academic integrity.

Case Study at AASU : Case Study at AASU : Lane Library & History Dept. CollaborationLane Library & History Dept. Collaboration

What Library was What Library was doing:doing:

► Plagiarism tutorial Plagiarism tutorial

on library websiteon library website► Integrated into Integrated into

library information library information literacy sessions by literacy sessions by requestrequest

History Dept. concerns:History Dept. concerns:

► Large increase in # of Large increase in # of students brought in on students brought in on plagiarism chargesplagiarism charges

► Differing opinions Differing opinions within the department within the department on how to pursue the on how to pursue the charges and ambiguity charges and ambiguity on the procedure.on the procedure.


Desired Outcomes: Desired Outcomes: ► Creation of a stand-alone class developed Creation of a stand-alone class developed

and presented by a librarian on the topic of and presented by a librarian on the topic of plagiarism. plagiarism.

► Framed within the context of the discipline. Framed within the context of the discipline. ► To be required of all History majors. To be required of all History majors. ► Taught in conjunction with the Introduction Taught in conjunction with the Introduction

to Historical Research Methods course, but to Historical Research Methods course, but also available to all members of department.also available to all members of department.


Lesson Plan Objectives: Lesson Plan Objectives: ► Understanding of the ethical reasons against Understanding of the ethical reasons against

plagiarismplagiarism►Discipline-specific expectations of academic Discipline-specific expectations of academic

integrityintegrity► Emphasis on integrating research into Emphasis on integrating research into

writing : when to use quotes, paraphrase or writing : when to use quotes, paraphrase or summarysummary

► Practice of MLA style for bibliographic citationPractice of MLA style for bibliographic citation


Lesson Plan Outline Lesson Plan Outline

Part 1: Class DiscussionPart 1: Class Discussion► Allow students to discuss together the Allow students to discuss together the

definition of plagiarism, the importance of definition of plagiarism, the importance of citation, the reasons why plagiarism happens citation, the reasons why plagiarism happens & why it is wrong. & why it is wrong.

► Clarity of AASU honor code and repercussionsClarity of AASU honor code and repercussions► Plagiarism cases in the news – why it matters Plagiarism cases in the news – why it matters

in “real” lifein “real” life



Part 2: Citing Your SourcesPart 2: Citing Your Sources► Clarity & Practice on Clarity & Practice on

Direct quotesDirect quotes Paraphrase Paraphrase SummarySummary

► Bibliography vs. Internal CitationsBibliography vs. Internal Citations► Definition of “Common Knowledge”, Public Domain Definition of “Common Knowledge”, Public Domain

and Fair Use.and Fair Use.► Discussion of research & time management Discussion of research & time management

techniques to avoid the temptation.techniques to avoid the temptation.



Part 3: PracticePart 3: Practice

► In-class assignment to practice In-class assignment to practice reading & understanding material, reading & understanding material, writing skills and citation practice. writing skills and citation practice.


What worked? What worked? ► Student participation in the Student participation in the

discussion helps to establish discussion helps to establish peer norms for academic peer norms for academic integrity. integrity.

► Participants were more Participants were more likely to contact me or their likely to contact me or their instructor for help on their instructor for help on their research and citations. research and citations.

► Very good relationships with Very good relationships with faculty who have faculty who have participated; strong support participated; strong support from the head of the from the head of the department.department.

What needs work? What needs work? ► System to track that all System to track that all

majors have attendedmajors have attended► Further clarity for faculty Further clarity for faculty

within the department on within the department on process to address process to address suspicionssuspicions

► Scheduling open sessions to Scheduling open sessions to address current students address current students beyond the intro course. beyond the intro course.

► Getting “buy-in” from all the Getting “buy-in” from all the dept. faculty – some believe dept. faculty – some believe that they should not have to that they should not have to devote class time to this devote class time to this topic. topic.

Best Practices : Best Practices : how librarians can promote academic how librarians can promote academic

integrityintegrity►Discipline-based instruction can result in Discipline-based instruction can result in

increased interest from students. increased interest from students. ►Offer faculty a tutorial on how to prevent Offer faculty a tutorial on how to prevent

plagiarism and how to detect it. plagiarism and how to detect it. ►Offer faculty assistance in planning plagiarism-Offer faculty assistance in planning plagiarism-

proof assignments. proof assignments. ► Remind students of appropriate note-taking Remind students of appropriate note-taking

and citations in all your interactions with them. and citations in all your interactions with them. ► Use stand-alone tutorials (ex. Web-based) as a Use stand-alone tutorials (ex. Web-based) as a

support tool and not your only teaching tool. support tool and not your only teaching tool.

Best Practices in Assignment DesignBest Practices in Assignment Design

► Process-based assignmentsProcess-based assignments► Focus on critical thinkingFocus on critical thinking► Clearly state expectations at the outsetClearly state expectations at the outset► Allow students to pick their own topicAllow students to pick their own topic► Limit the number or kinds of sources they can useLimit the number or kinds of sources they can use► Require students to keep research notesRequire students to keep research notes► Require an annotated bibliographyRequire an annotated bibliography► More assignments so no one project bears the full More assignments so no one project bears the full

weight of the gradeweight of the grade► Require an in-class writing sample at the start of Require an in-class writing sample at the start of

the coursethe course

Possible Creative AssignmentsPossible Creative Assignments

► Write a book or article Write a book or article review. review.

► Write an opinion-based Write an opinion-based editorial.editorial.

► Fact-check a newspaper Fact-check a newspaper article.article.

► Annotate a chapter in a Annotate a chapter in a novel.novel.

► Research project with Research project with final oral presentation final oral presentation rather than a written rather than a written paper. paper.

► Compare & contrast 2-Compare & contrast 2-3 websites on a topic 3 websites on a topic regarding content, bias, regarding content, bias, authority, etc.authority, etc.

► Analyze a primary Analyze a primary source and place it in source and place it in historical context.historical context.

► ????????

ResourcesResources► Auer, N., & Krupar, E. (2001). Mouse Click Plagiarism: The Role of Auer, N., & Krupar, E. (2001). Mouse Click Plagiarism: The Role of

Technology in Plagiarism and the Librarian's Role in Combating It. Technology in Plagiarism and the Librarian's Role in Combating It. Library Library TrendsTrends, , 4949(3), 415. Retrieved July 17, 2008, from Academic Search Complete database.(3), 415. Retrieved July 17, 2008, from Academic Search Complete database.

► Caravello, Patti Schifter. (2006). Into the Breach: Teaching Graduate Students to Avoid Caravello, Patti Schifter. (2006). Into the Breach: Teaching Graduate Students to Avoid Plagiarism. In D. Cook & N. Cooper (Eds.), Plagiarism. In D. Cook & N. Cooper (Eds.), Teaching Information Literacy Skills Teaching Information Literacy Skills

to to Social Sciences Students and Practitioners: A Casebook of Applications Social Sciences Students and Practitioners: A Casebook of Applications (pp. (pp. 225-225- 234). Chicago: Association of College and Research Libraries. 234). Chicago: Association of College and Research Libraries.

► Ercegovac, Zorana & Richardson, John V., Jr. (2004) Academic Dishonesty, PlagiarismErcegovac, Zorana & Richardson, John V., Jr. (2004) Academic Dishonesty, Plagiarismincluded, in the Digital Age: A Literature Review. included, in the Digital Age: A Literature Review. College & Research Libraries, College & Research Libraries, 65(4), 301-318. Retrieved July 10, 2004 from Wilson Omnifile database. 65(4), 301-318. Retrieved July 10, 2004 from Wilson Omnifile database.

► Johnson, Doug (2004) Plagiarism-proofing Assignments. Johnson, Doug (2004) Plagiarism-proofing Assignments. Phi Delta Kappan, Phi Delta Kappan, 85 (7), 549-85 (7), 549-556. Retrieved July 10, 2008 from Academic Search Complete database. 556. Retrieved July 10, 2008 from Academic Search Complete database.

► Lampert, Lynn (2004) Integrating discipline-based anti-plagiarism instruction into the Lampert, Lynn (2004) Integrating discipline-based anti-plagiarism instruction into the information literacy curriculum. information literacy curriculum. Reference Services Review, Reference Services Review, 32(4), 347-355. 32(4), 347-355. Retrieved July 10, 2008 from Proquest Research Library database. Retrieved July 10, 2008 from Proquest Research Library database.

► Rimer, Sara. (2003, September 3). A Campus Fad That's Being Copied: InternetRimer, Sara. (2003, September 3). A Campus Fad That's Being Copied: InternetPlagiarism Seems on the Rise. New York Times (Late Edition (east Plagiarism Seems on the Rise. New York Times (Late Edition (east Coast)), Coast)),

p. B.7. Retrieved July 17, 2008, from New York Times database. p. B.7. Retrieved July 17, 2008, from New York Times database. (Document (Document ID: 392707721).ID: 392707721).

► Wood, Gail & Warnken, Paula (2004) Academic Original Sin : Plagiarism, the Internet Wood, Gail & Warnken, Paula (2004) Academic Original Sin : Plagiarism, the Internet and Librarians. and Librarians. Journal of Academic Librarianship, Journal of Academic Librarianship, 30 (3), 237-242. Retrieved 30 (3), 237-242. Retrieved

July July 10, 2008 from Wilson Omnifile database. 10, 2008 from Wilson Omnifile database.

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