Copyright and plagiarism -- teaching ethics to tomorrow's citizens Carol Simpson, Ed.D. University...

Copyright and plagiarism -- Copyright and plagiarism -- teaching ethics to tomorrow's teaching ethics to tomorrow's

citizenscitizensCarol Simpson, Ed.D.Carol Simpson, Ed.D.

University of North TexasUniversity of North Texas

This program includes copyright protected material used under the Fair Use guidelines of US Copyright Law. Further use is prohibited.

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Let’s talkLet’s talk

An ethical basisAn ethical basis

We live our lives ethically.We live our lives ethically. As children, mother establishes right and wrongAs children, mother establishes right and wrong

Ethics from momEthics from mom

-- Anita Renfroe, Total Momsense

An ethical basisAn ethical basis

We live our lives ethically.We live our lives ethically. As children, mother establishes right and wrongAs children, mother establishes right and wrong

Not moral or immoralNot moral or immoral Not legal or illegalNot legal or illegal ““Ethical” takes into account the greater good, Ethical” takes into account the greater good,

and the integrity of the profession or the joband the integrity of the profession or the job

Why is ethics important Why is ethics important in a school context?in a school context?

71% of students don’t think through 71% of students don’t think through consequences and plan aheadconsequences and plan ahead

65% don’t respect values of people from 65% don’t respect values of people from other races and culturesother races and cultures

76% don’t believe their teachers really 76% don’t believe their teachers really care about them.care about them.

The Search Institute

Whose ethics?Whose ethics?

Religious ethicsReligious ethics Personal ethicsPersonal ethics Situational ethicsSituational ethics Professional ethicsProfessional ethics

What is the climate re: ethics?What is the climate re: ethics?

Students complain that pressure for Students complain that pressure for grades force them to cheatgrades force them to cheat

Teachers complain that pressure for Teachers complain that pressure for standardized test results or college standardized test results or college acceptances force them to cut ethical acceptances force them to cut ethical cornerscorners

Faculty may feel they are only the Faculty may feel they are only the enforcersenforcers

What is affected by ethics?What is affected by ethics?

PlagiarismPlagiarism Students: cutting/pasting into homeworkStudents: cutting/pasting into homework Faculty: taking work from workbooks, Faculty: taking work from workbooks,

professional books, etc.professional books, etc. CopyrightCopyright

Students: adapting art into postersStudents: adapting art into posters Faculty: making copies of a cartoon for each Faculty: making copies of a cartoon for each

teacher’s mailboxteacher’s mailbox CheatingCheating

The more competitive the The more competitive the school, the more cheating school, the more cheating

goes ongoes on

The brighter the The brighter the students, the more they students, the more they

can get away with can get away with plagiarism.plagiarism.

Dr. Joy McGregorDr. Joy McGregor

PlagiarismPlagiarism

to steal and pass off (the ideas or words to steal and pass off (the ideas or words of another) as one's own of another) as one's own

to use (another's production) without to use (another's production) without crediting the source crediting the source

to commit literary theft to commit literary theft to present as new and original an idea or to present as new and original an idea or

product derived from an existing source. product derived from an existing source.

- - Plagiarism.org (quotingPlagiarism.org (quoting Merriam-Webster Merriam-Webster Online)Online)

A Plagiarism StatementA Plagiarism StatementPlagiarism is copying: retyping, cutting and pasting, or Plagiarism is copying: retyping, cutting and pasting, or

paraphrasing. All students in this course are warned as paraphrasing. All students in this course are warned as follows:follows:

Do not quote or paraphrase published sources, including Do not quote or paraphrase published sources, including assigned readings and Web-based sources, without assigned readings and Web-based sources, without explicit reference to the original work. Credit the source explicit reference to the original work. Credit the source using appropriate citation style according to the required using appropriate citation style according to the required academic style manual.academic style manual.

Do not insert parts of class lectures, online modules, or Do not insert parts of class lectures, online modules, or tutorials, including examples, into your own work. tutorials, including examples, into your own work.

Do not insert parts of previous students' work into your Do not insert parts of previous students' work into your own work. The previous students have given written own work. The previous students have given written permission for their work to be displayed for illustrative permission for their work to be displayed for illustrative purposes only.purposes only.

Plagiarism Statement, cont.Plagiarism Statement, cont. Do not insert parts of current students' work into your Do not insert parts of current students' work into your

own work. That student trusts you to respect his/her own work. That student trusts you to respect his/her intellectual product.intellectual product.

Do not use portions of your Do not use portions of your ownown work without citation. If work without citation. If the work was previously submitted for credit in another the work was previously submitted for credit in another class, you must have written permission from the teacher class, you must have written permission from the teacher of that class and the instructor in this class to use the of that class and the instructor in this class to use the material.material.

You are expected to study and learn from the materials You are expected to study and learn from the materials provided, then to use your own words in your provided, then to use your own words in your assignments, or clearly credit sources using appropriate assignments, or clearly credit sources using appropriate citation style. citation style.

It is wrong to blindly copy another person's intellectual It is wrong to blindly copy another person's intellectual content or syntax. It is particularly shortsighted--and content or syntax. It is particularly shortsighted--and glaringly obvious--when a student copies another glaringly obvious--when a student copies another student's errors. student's errors.

You do not have to police every word you write, just be You do not have to police every word you write, just be aware of your sources. It is not necessary to credit aware of your sources. It is not necessary to credit sources for definitions of basic concepts that are general sources for definitions of basic concepts that are general knowledge in the field, but it is wise to reword them.knowledge in the field, but it is wise to reword them.

Why do students plagiarize?Why do students plagiarize?

Nervousness and insecurityNervousness and insecurity Ignorance about proper citationIgnorance about proper citation Deliberate effort to deceiveDeliberate effort to deceive

-- Plagiarism.com

Many types of plagiarismMany types of plagiarism

turning in someone else's work as your own turning in someone else's work as your own copying words or ideas from someone else without copying words or ideas from someone else without

giving credit giving credit failing to put a quotation in quotation marks failing to put a quotation in quotation marks giving incorrect information about the source of a giving incorrect information about the source of a

quotation quotation changing words but copying the sentence structure of a changing words but copying the sentence structure of a

source without giving credit (also called “tracking”)source without giving credit (also called “tracking”) copying so many words or ideas from a source that it copying so many words or ideas from a source that it

makes up the majority of your work, whether you give makes up the majority of your work, whether you give credit or notcredit or not

- Plagiarism.org- Plagiarism.org

Turning in someone else's workTurning in someone else's work

How to identifyHow to identify Just doesn’t sound rightJust doesn’t sound right Use web search engine to locate unique Use web search engine to locate unique

phrases that may be out of characterphrases that may be out of character Use a plagiarism detectorUse a plagiarism detector

What to doWhat to do This is cheating. Consult student code of This is cheating. Consult student code of

conductconduct

Copying words or ideas without Copying words or ideas without giving creditgiving credit

How to identifyHow to identify Teacher expertiseTeacher expertise Check Works Cited/Bibliography against Check Works Cited/Bibliography against

paperpaper Use web search engine to locate unique Use web search engine to locate unique


What to doWhat to do Assess causeAssess cause

Failing to identify quotationsFailing to identify quotations How to identifyHow to identify

Just doesn’t sound like student workJust doesn’t sound like student work Use web search engine to locate unique Use web search engine to locate unique


What to doWhat to do Assess causeAssess cause

• Ignorance?Ignorance?• Deliberate?Deliberate?

Incorrect information about a Incorrect information about a quotationquotation

How to identifyHow to identify Most difficult taskMost difficult task

• There is student attempt to attributeThere is student attempt to attribute Plagiarism detectorPlagiarism detector

What to do?What to do? Assess causeAssess cause

• Ignorance?Ignorance?• Deliberate?Deliberate?

TrackingTracking How to identifyHow to identify

Plagiarism detectorPlagiarism detector What to doWhat to do

Identify causeIdentify cause• Ignorance?Ignorance?• Deliberate?Deliberate?

CautionCaution• Detector errorDetector error

Avoiding trackingAvoiding tracking

Anything taken directly (or only loosely Anything taken directly (or only loosely paraphrased) from literature or a website paraphrased) from literature or a website must be within quotation marks. Changing must be within quotation marks. Changing a word or two does not remove the a word or two does not remove the requirement to put information in quotation requirement to put information in quotation marks. For example:marks. For example:

"Product XYZ demonstrate(s) the ... "Product XYZ demonstrate(s) the ... concept of [advanced] nuclear concept of [advanced] nuclear physics."physics."

A source makes up the majority of A source makes up the majority of the assignmentthe assignment

Copyright issuesCopyright issues Is the use within the fair use guidelines/fair Is the use within the fair use guidelines/fair

use four factor test?use four factor test? Pedagogical issuesPedagogical issues

What was the purpose of the assignment? What was the purpose of the assignment? Should there be some original analysis or Should there be some original analysis or synthesis?synthesis?

Addressing PlagiarismAddressing Plagiarism

StudentsStudents ““plagiarism-proof” assignmentsplagiarism-proof” assignments Demand documentationDemand documentation Verify documentation (via Turnitin.com or Verify documentation (via Turnitin.com or

DocCop.com <short sections only>)DocCop.com <short sections only>) Check at multiple stages in the processCheck at multiple stages in the process

FacultyFaculty Model documentationModel documentation Acknowledge sources (on web pages, Acknowledge sources (on web pages,

handouts, etc.)handouts, etc.)

Good documentation or not?Good documentation or not?

OriginalOriginal

Joe Blow was a happy Joe Blow was a happy man, who often man, who often walked down the road walked down the road whistling and singing.whistling and singing.

Sentences in the book Sentences in the book Joe Blow: His Life Joe Blow: His Life and Timesand Times by Jay by Jay ScrivenerScrivener

Student workStudent work

““Joe Blow was a happy Joe Blow was a happy man, who often man, who often walked down the road walked down the road whistling and singing.” whistling and singing.” (Scrivener, 2006)(Scrivener, 2006)

GOOD!GOOD!

Full quote is in quotation marks, Full quote is in quotation marks, followed by citation to followed by citation to Joe Blow: Joe Blow:

His Life and Times.His Life and Times.

Good documentation or not?Good documentation or not?Good documentation or not?Good documentation or not?


According to Scrivener, According to Scrivener, Blow “often walked Blow “often walked down the road down the road whistling and whistling and singing.”singing.”9999

OriginalOriginal

Joe Blow was a Joe Blow was a happy man, who happy man, who often walked often walked down the road down the road whistling and whistling and singing.singing.

GOOD!GOOD!

Partial quote is inside quotation Partial quote is inside quotation marks, followed by citation. Partial marks, followed by citation. Partial

quote is not misleading.quote is not misleading.

Good Documentation or Not?Good Documentation or Not?



OriginalOriginal


NOTNOT

It is plagiarism to quote an It is plagiarism to quote an author’s exact words or to author’s exact words or to

paraphrase them closely without paraphrase them closely without bothboth quotation marks and proper quotation marks and proper

citation.citation.



Joe Blow was a happy Joe Blow was a happy man, who often man, who often walked down the road walked down the road whistling and whistling and singing.singing.9999

OriginalOriginal


NOTNOT

These are Scrivener’s exact words. It is These are Scrivener’s exact words. It is plagiarism to use them without plagiarism to use them without

indicating explicitly that it is a quote (by indicating explicitly that it is a quote (by using quotation marks or block using quotation marks or block

quotation for longer passages) EVEN if quotation for longer passages) EVEN if you give credit to the author.you give credit to the author.



Joe Blow seemed like Joe Blow seemed like “a happy man,” the “a happy man,” the kind who enjoyed kind who enjoyed “whistling and “whistling and singing.”singing.”9999

OriginalOriginal


GOOD!GOOD!Two partial quotes are each inside Two partial quotes are each inside

quotation marks; nonquoted quotation marks; nonquoted material is outside quotation material is outside quotation marks. Citation follows the marks. Citation follows the

sentence.sentence.



Joe Blow was a happy Joe Blow was a happy man and often walked man and often walked down the road singing down the road singing and whistling.and whistling.

OriginalOriginal


NOTNOTAlthough the words are not exactly the Although the words are not exactly the

author’s, they are author’s, they are very similarvery similar. (The words . (The words “singing” and “whistling” are simply “singing” and “whistling” are simply reversed.) Either use exact quote or reversed.) Either use exact quote or paraphrase in ways that are clearly paraphrase in ways that are clearly different from the author’s wording.different from the author’s wording.



Joe appeared happy Joe appeared happy and enjoyed whistling and enjoyed whistling and singing to and singing to himself.himself.9999

OriginalOriginal


GOOD!GOOD!

This paraphrase is fine. It’s not too This paraphrase is fine. It’s not too close to Scrivener’s original close to Scrivener’s original

wording. The citation wording. The citation acknowledges the source.acknowledges the source.



Joe Blow was a happy Joe Blow was a happy man.man.

OriginalOriginal


NOT!NOT!Two problems here:Two problems here:

1)1) It is an exact quote so it should be It is an exact quote so it should be quoted quoted andand cited. cited.

2)2) Even if the quote were modified slightly, Even if the quote were modified slightly, Scrivener should still be cited because Scrivener should still be cited because it is it is his personal judgmenthis personal judgment (and not a (and not a simple fact) that Joe Blow is happy.simple fact) that Joe Blow is happy.

How did you do?How did you do?

Examples quoted from:Examples quoted from: Charles Lipson, Charles Lipson, Doing honest work in Doing honest work in college, college, Univ. of Chicago Press, 2004.Univ. of Chicago Press, 2004.

CopyrightCopyright

Students have wide latitude (more than Students have wide latitude (more than teachers)teachers)

May overlap plagiarismMay overlap plagiarism Each situation is highly fact-specific, so Each situation is highly fact-specific, so

use caution.use caution.

Addressing copyright issuesAddressing copyright issues

StudentsStudents CAN make a copy of an article, chapter, etc. CAN make a copy of an article, chapter, etc.

for personal usefor personal use CAN use material under multimedia CAN use material under multimedia

guidelines in PowerPoint, etc.guidelines in PowerPoint, etc. * see documents on www.carolsimpson.com* see documents on www.carolsimpson.com

FacultyFaculty Can make single copy for use in teachingCan make single copy for use in teaching Acknowledge sourceAcknowledge source

Cheating – who does it?Cheating – who does it? 74% of students cheat74% of students cheat Students in private religious schools are Students in private religious schools are

more likely to cheat (78%), more likely to cheat (78%), more likely to lie to teachers (86% v. 81%)more likely to lie to teachers (86% v. 81%)

Students in athletics more likely to cheat (78% v Students in athletics more likely to cheat (78% v 73%)73%)

Gender, student leadership, and personal Gender, student leadership, and personal religious convictions made no difference religious convictions made no difference

BUT 93% disagreed with the statement, BUT 93% disagreed with the statement, “My “My parents would rather I cheat than get bad parents would rather I cheat than get bad grades.”grades.”

Josephson Institute of Ethics - 2002

How they cheat and How they cheat and how to defeat themhow to defeat them

Electronic devices – know how they workElectronic devices – know how they work Web sites – know which ones Web sites – know which ones Computer network – make students take Computer network – make students take

tests in computer labtests in computer lab Documentation – do research onlineDocumentation – do research online Software solutionsSoftware solutions

Addressing cheating issuesAddressing cheating issues

StudentsStudents Student code of conductStudent code of conduct ““Vicarious” penaltiesVicarious” penalties Control cheating technologiesControl cheating technologies

FacultyFaculty Investigate the amount of pressure on studentsInvestigate the amount of pressure on students Emphasize process over productEmphasize process over product What models are there? What models are there? Don’t “go along with the joke” re: cheating Don’t “go along with the joke” re: cheating

businessmen, politicians, etc.businessmen, politicians, etc.

Code of Conduct DevelopmentCode of Conduct Development

Explains school cultureExplains school culture Gives explicit guidance for individual Gives explicit guidance for individual

behaviorbehavior Clarifies roles and responsibilities of Clarifies roles and responsibilities of

school, student, staffschool, student, staff

-- NoodleTools

Contents of a Code of ConductContents of a Code of Conduct

Philosophy or Statement of PrinciplesPhilosophy or Statement of Principles Ownership of problemOwnership of problem Define concepts Define concepts Identify behaviors addressedIdentify behaviors addressed Detail discipline responseDetail discipline response Detail educational programDetail educational program

-- NoodleTools

Integrating ethicsIntegrating ethics

Start with these resources:Start with these resources: Joyce Valenza’s ethics page at Joyce Valenza’s ethics page at

http://www.sdst.org/shs/library/infolitles.html#Ethicshttp://www.sdst.org/shs/library/infolitles.html#Ethics Doug Johnson’s book: Learning Right From Wrong Doug Johnson’s book: Learning Right From Wrong

inin the Digital Age (Linworth)the Digital Age (Linworth) David Warlick’s 2David Warlick’s 2¢ Worth: ¢ Worth:

http://davidwarlick.com/2cents/2006/08/23/http://davidwarlick.com/2cents/2006/08/23/ getting-right-down-to-it/getting-right-down-to-it/ Lathrop & Foss: Student Cheating and Plagiarism Lathrop & Foss: Student Cheating and Plagiarism

in the Internet Era (LU)in the Internet Era (LU)

There are really only two There are really only two important points when it important points when it

comes to ethics. The first is a comes to ethics. The first is a standard to follow. The standard to follow. The

second is the will to follow it.second is the will to follow it.

-- John MaxwellJohn Maxwell

““Ours is a world of nuclear Ours is a world of nuclear giants and ethical infants” – giants and ethical infants” –

Omar BradleyOmar Bradley

Professional EthicsProfessional Ethics

Walking the TalkWalking the Talk

Codes of ethicsCodes of ethics

Hippocratic writings and Hippocratic oath – Hippocratic writings and Hippocratic oath – MedicineMedicine Model for many professionsModel for many professions One of the oldest professional codesOne of the oldest professional codes

Rules of conduct for military officers Rules of conduct for military officers existed earlier, but they were frequently existed earlier, but they were frequently ignored.ignored. RomanRoman Japanese SamauriJapanese Samauri

The adoption of a code is significant The adoption of a code is significant for the professionalization of an for the professionalization of an

occupational group, because it is occupational group, because it is one of the external hallmarks one of the external hallmarks

testifying to the claim that the group testifying to the claim that the group recognizes an obligation to society recognizes an obligation to society

that transcends mere economic that transcends mere economic self-interest.self-interest.

– Heinz Luegenbiehl

Code of ethics for nonprofit and Code of ethics for nonprofit and philanthropic organizationsphilanthropic organizations

Statement of valuesStatement of values Commitment to public goodCommitment to public good Accountability to the publicAccountability to the public Commitment beyond the lawCommitment beyond the law Respect for worth and dignity of individualsRespect for worth and dignity of individuals Inclusiveness and social justiceInclusiveness and social justice Respect for pluralism and diversityRespect for pluralism and diversity Transparency, integrity, and honestyTransparency, integrity, and honesty Responsible stewardship of resourcesResponsible stewardship of resources Commitment to excellence and maintaining the Commitment to excellence and maintaining the

public trust.public trust.

What is in a code of ethics?What is in a code of ethics?

PurposePurpose To regulate or to inspireTo regulate or to inspire To guide or to mandateTo guide or to mandate

Tied to organization’s valuesTied to organization’s values Section of aspirationsSection of aspirations Section of rules or principlesSection of rules or principles

EnforcementEnforcement Ordered importanceOrdered importance

Ethics in school librarianshipEthics in school librarianship

Governed by three organizationsGoverned by three organizations Current national standards co-authored by Current national standards co-authored by

ALA/AASL and AECT, but ISTE is emerging ALA/AASL and AECT, but ISTE is emerging as a driving force.as a driving force.

Each organization has its own code of Each organization has its own code of ethics, and each has different perspectives ethics, and each has different perspectives of the fieldof the field

ActivityActivityYou have three Codes of Ethics:You have three Codes of Ethics:

ALAALA

AECTAECT

ISTEISTE

Compare the three Codes to see where there is Compare the three Codes to see where there is overlap and where one represents a unique overlap and where one represents a unique perspective.perspective.

Time for activity: 10 minutesTime for activity: 10 minutes

Ethical scenariosEthical scenarios

Look at the following ethical scenarios and see Look at the following ethical scenarios and see which of the ethical codes may come into play.which of the ethical codes may come into play.

Make notes as each one plays.Make notes as each one plays.

Note: these are educators and students, not Note: these are educators and students, not actors. Thanks to the administration and staff of actors. Thanks to the administration and staff of Mesquite High School for allowing these clips.Mesquite High School for allowing these clips.

Scenario 1Scenario 1

What ethical What ethical conflicts do conflicts do you see here?you see here?

What is the What is the appropriate appropriate choice, choice, ethically?ethically?

Who should make Who should make that choice?that choice?

Scenario 2Scenario 2

What is the ethical What is the ethical dilemma here?dilemma here?

What portions of What portions of the codes are the codes are addressed?addressed?

Who should take Who should take responsibility?responsibility?

What other ethical What other ethical conflicts do you conflicts do you see?see?

Scenario 3Scenario 3What ethical What ethical

conflicts do you conflicts do you see here?see here?

Are there multiple Are there multiple codes of ethics codes of ethics affected here?affected here?

Which should take Which should take precedence?precedence?

Scenario 4Scenario 4What ethical What ethical

conflicts do you conflicts do you see here?see here?

Whose problem is it, Whose problem is it, and whose ethics and whose ethics are involved?are involved?

Should the resolution Should the resolution be specific or be specific or global?global?

Reading about ethics is about as Reading about ethics is about as likely to improve one’s behavior likely to improve one’s behavior

as reading about sports is to as reading about sports is to make one an athlete. make one an athlete.

-- Mason Cooley-- Mason Cooley

Maxwell’s takeMaxwell’s take

Asking the question, “How would Asking the question, “How would II like to be like to be treated in this situation?” is an integrity treated in this situation?” is an integrity guideline for ANY situation.guideline for ANY situation.

The answer is: The Golden RuleThe answer is: The Golden Rule

-- John Maxwell, There’s no such thing as business ethics

In literature, as in ethics, In literature, as in ethics, there is danger, as well as there is danger, as well as

glory, in being subtle. glory, in being subtle. -- Charles Baudelaire-- Charles Baudelaire

Take a testTake a test

Apply the Golden Rule to the following Apply the Golden Rule to the following scenarios. Some may be very subtle.scenarios. Some may be very subtle.

Jot down your assessment, and see if you Jot down your assessment, and see if you can find a statement in one of the codes of can find a statement in one of the codes of ethics to support your stance.ethics to support your stance.

The most powerful lessons about The most powerful lessons about ethics and morality do not come ethics and morality do not come

from school discussions or from school discussions or classes in character building. classes in character building.

They come from family life where They come from family life where people treat one another with people treat one another with

respect, consideration, and love. respect, consideration, and love.

-- Neil Kurshan-- Neil Kurshan

Test item #1Test item #1How does the How does the

Golden Rule Golden Rule apply?apply?

What aspects of What aspects of the ALA, the ALA, AECT or ISTE AECT or ISTE Codes of Codes of Ethics apply Ethics apply here?here?

Test item #2Test item #2 How does the How does the


What aspects What aspects of the ALA, of the ALA, ISTE, and ISTE, and AECT Codes of AECT Codes of Ethics apply Ethics apply here?here?

The golden mean in ethics, The golden mean in ethics, as in physics, is the centre of as in physics, is the centre of

the system and that about the system and that about which all revolve…which all revolve…

-- Henry David Thoreau-- Henry David Thoreau



What aspects What aspects of the ALA, of the ALA, ISTE, and ISTE, and AECT Codes AECT Codes of Ethics apply of Ethics apply here?here?

Test item #4Test item #4 How does How does

the Golden the Golden Rule apply?Rule apply?

What What aspects of aspects of the ALA, the ALA, ISTE, and ISTE, and AECT Codes AECT Codes of Ethics of Ethics apply here?apply here?

Ethics is not definable, is not Ethics is not definable, is not implementable, because it is implementable, because it is not conscious; it involves not not conscious; it involves not only our thinking, but also our only our thinking, but also our

feeling. feeling. -- Valdemar W. Setzer-- Valdemar W. Setzer



What What aspects of aspects of the ALA, the ALA, ISTE, and ISTE, and AECT AECT Codes of Codes of Ethics apply Ethics apply here?here?

Ethics is about how we meet Ethics is about how we meet the challenge of doing the the challenge of doing the

right thing when that will cost right thing when that will cost more than we want to pay. more than we want to pay.

– – The Josephson Institute of EthicsThe Josephson Institute of Ethics



What What aspects of aspects of the ALA, the ALA, ISTE, and ISTE, and AECT AECT Codes of Codes of Ethics apply Ethics apply here?here?

Even concepts of right and Even concepts of right and wrong, good or bad, good or bad wrong, good or bad, good or bad

morals and ethics are only morals and ethics are only opinions, for what may be good opinions, for what may be good in one case may be a disaster in in one case may be a disaster in

another. another. -- Sidney Madwed-- Sidney Madwed

What issues did you find?What issues did you find?

Student work on WebStudent work on Web Golden rule? ALA – IV; AECT – 3-8Golden rule? ALA – IV; AECT – 3-8

Library internLibrary intern Golden rule? ALA – VIII; AECT - ???Golden rule? ALA – VIII; AECT - ???

R-rated moviesR-rated movies Golden rule? ALA – II; AECT – 1-5Golden rule? ALA – II; AECT – 1-5

Future librarianFuture librarian Golden rule? ALA – VIII; AECT - ???Golden rule? ALA – VIII; AECT - ???

What issues did you find?What issues did you find?

Teacher inquiring about studentTeacher inquiring about student Golden rule? ALA – III; AECT – 1-2, 1-4Golden rule? ALA – III; AECT – 1-2, 1-4

Cataloging shortcutsCataloging shortcuts Golden rule? ALA – I; AECT – 1-5??Golden rule? ALA – I; AECT – 1-5??

Student inquiry re: coverupsStudent inquiry re: coverups Golden rule? ALA – I; AECT – 1-1Golden rule? ALA – I; AECT – 1-1

Prayer listPrayer list Golden rule? ALA – VII; AECT – 2-1Golden rule? ALA – VII; AECT – 2-1

How did you do?How did you do?

““Ethics entails action; it is not just a topic Ethics entails action; it is not just a topic to mull or debate.”to mull or debate.”

The Golden Rule can be applied to many The Golden Rule can be applied to many of the scenarios, but sometimes the of the scenarios, but sometimes the Code of Ethics is more specific. Code of Ethics is more specific.

Does the Code of Ethics follow the Does the Code of Ethics follow the Golden Rule?Golden Rule?

How close are we? ALA:How close are we? ALA:

1.1. Easy to use resources, access to what I feel Easy to use resources, access to what I feel I need, accurate informationI need, accurate information

2.2. My beliefs are represented, along with all My beliefs are represented, along with all othersothers

3.3. My privacy is respectedMy privacy is respected4.4. My property rights are respectedMy property rights are respected5.5. My health and welfare are respectedMy health and welfare are respected6.6. No one takes advantage of meNo one takes advantage of me7.7. No one forces their beliefs on meNo one forces their beliefs on me8.8. New professionals are encouragedNew professionals are encouraged

How close are we? AECT - 1:How close are we? AECT - 1:

1.1. I can learn what I want, how I wantI can learn what I want, how I want

2.2. My opinions are respected, along with those My opinions are respected, along with those of othersof others

3.3. I can participate in all available programsI can participate in all available programs

4.4. My privacy is protectedMy privacy is protected

5.5. Materials are selected with careMaterials are selected with care

6.6. My well-being is protectedMy well-being is protected

7.7. My self-worth is valuedMy self-worth is valued

How close are we? AECT – 2:How close are we? AECT – 2:1.1. Opinions are not forced on meOpinions are not forced on me

2.2. I am given truthful informationI am given truthful information

3.3. No one takes financial advantageNo one takes financial advantage

4.4. No one will cheat meNo one will cheat me

5.5. My health and the welfare of the planet My health and the welfare of the planet are considered.are considered.

How close are we? AECT – 3:How close are we? AECT – 3:

1.1. We respect our colleaguesWe respect our colleagues

2.2. We avoid unfair competitionWe avoid unfair competition

3.3. I will not be cheated by my association.I will not be cheated by my association.

4.4. I will learn all I can, and share what I know.I will learn all I can, and share what I know.

5.5. I will tell the truth and give credit for what I will tell the truth and give credit for what others doothers do

6.6. Only those qualified will assist meOnly those qualified will assist me

7.7. I will be advised of possible legal problemsI will be advised of possible legal problems

8.8. I will behave ethically.I will behave ethically.

Where do we go from here?Where do we go from here?““To know what is right and not do it is the To know what is right and not do it is the

worst cowardice.” -- Confuciusworst cowardice.” -- Confucius Decisions, not conditions, determine your Decisions, not conditions, determine your

ethicsethics Wrong decisions leave scarsWrong decisions leave scars The more people involved, the more The more people involved, the more

pressure for conformitypressure for conformity Inaction is also a decisionInaction is also a decision

-- John C. Maxwell

The bottom lineThe bottom line

No one can make you be ethicalNo one can make you be ethical Your ethics (or lack of it) shapes your Your ethics (or lack of it) shapes your

person (and your profession) by providing person (and your profession) by providing an image by which others see you (and an image by which others see you (and your colleagues)your colleagues)

People People areare watching what you do watching what you do You represent a unique point of viewYou represent a unique point of view

What can you do?What can you do?

Model ethicsModel ethics Talk about ethicsTalk about ethics Repeat organizational stories that promote Repeat organizational stories that promote

ethical behaviorethical behavior Note ethical behavior on performance Note ethical behavior on performance

evaluationsevaluations Address the topic often, formally and Address the topic often, formally and

informally. Demystify it.informally. Demystify it.

RecommendationsRecommendations Read the Codes of EthicsRead the Codes of Ethics Assess what they mean for your professional Assess what they mean for your professional

practice and student conductpractice and student conduct Anticipate activities that are likely to Anticipate activities that are likely to

challenge the precepts and plan ahead for a challenge the precepts and plan ahead for a response.response. Role play with others until the words feel rightRole play with others until the words feel right

Understand that your beliefs/ethics may not Understand that your beliefs/ethics may not always be popular, but they deserve hearing always be popular, but they deserve hearing and respect.and respect.

Questions?Questions?

Email: [email protected]: [email protected]

Copyright and plagiarism -- teaching ethics to tomorrow's citizens Carol Simpson, Ed.D. University...

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