Type of Presentation
Panel (1 hour and 15 minutes presentation total for two or more presenters)
Target Audience
Higher Education
Location
Room 218
Proposal
Too often, students feel that they are being accused of plagiarism before they have even started their first research assignment! Approaches to discussions of academic honesty (or dishonesty) frequently emphasize negative consequences over making the right choices from the start and do not take into consideration students’ understanding of the research process. At our own university, the majority of referrals to the Dean of Students regarding classroom behaviors were related to plagiarism. At Austin Peay State University, librarians involved in information literacy instruction wanted to address this issue, but in a positive manner. Panel attendees will learn how librarians completely updated our required web-based anti-plagiarism tutorial by gleaning feedback from students, staff, classroom instructors, student support services, and the administration. The final product is a fun, informative, and engaging video with features that work with students’ different learning styles and that is customized for our campus community. After viewing the video, our students complete an accompanying 10-question quiz over the most significant content. Embedding this module (which includes a link to the video, transcripts, and quiz questions) on our website and in our course management software allows for assessment opportunities --- students get immediate feedback, scores are easily accessible in instructors’ gradebooks, while librarians can access data that informs our one-shot library research sessions. Although we are at a public institution of higher education, our approach and content could easily be modified and implemented for the K-12 setting. This panel discussion will also include a brief interactive segment for attendees.
Short Description
Too often, students feel that they are being accused of plagiarism before they have even started their first research assignment! Approaches to discussions of academic honesty (or dishonesty) frequently emphasize negative consequences over making the right choices from the start and do not take into consideration students’ understanding of the research process. Panel attendees will learn how librarians completely updated our required web-based anti-plagiarism tutorial by gleaning feedback from students, staff, classroom instructors, student support services, and the administration. Although we are at a public institution of higher education, our approach and content could easily be modified and implemented for the K-12 setting.
Keywords
Information Literacy; Academic Honesty; Plagiarism; Student Engagement; Assessment; Collaboration; Digital Media; Tutorial
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Chester-Fangman, Christina; Garber, Gina; and Berg, Elaine, "Accentuate the Positive, Eliminate the Punitive! - Re-Thinking Plagiarism in Information Literacy Instruction" (2014). Georgia International Conference on Information Literacy. 43.
https://digitalcommons.georgiasouthern.edu/gaintlit/2014/2014/43
File for slide 3
Accentuate the Positive, Eliminate the Punitive! - Re-Thinking Plagiarism in Information Literacy Instruction
Room 218
Too often, students feel that they are being accused of plagiarism before they have even started their first research assignment! Approaches to discussions of academic honesty (or dishonesty) frequently emphasize negative consequences over making the right choices from the start and do not take into consideration students’ understanding of the research process. At our own university, the majority of referrals to the Dean of Students regarding classroom behaviors were related to plagiarism. At Austin Peay State University, librarians involved in information literacy instruction wanted to address this issue, but in a positive manner. Panel attendees will learn how librarians completely updated our required web-based anti-plagiarism tutorial by gleaning feedback from students, staff, classroom instructors, student support services, and the administration. The final product is a fun, informative, and engaging video with features that work with students’ different learning styles and that is customized for our campus community. After viewing the video, our students complete an accompanying 10-question quiz over the most significant content. Embedding this module (which includes a link to the video, transcripts, and quiz questions) on our website and in our course management software allows for assessment opportunities --- students get immediate feedback, scores are easily accessible in instructors’ gradebooks, while librarians can access data that informs our one-shot library research sessions. Although we are at a public institution of higher education, our approach and content could easily be modified and implemented for the K-12 setting. This panel discussion will also include a brief interactive segment for attendees.
