The proper solution to plagiarism in our nation’s schools is education and vigilance. Students should understand the role of academic integrity inside their own work, and be held accountable when they are not in accordance with academic policies and honor codes. Self-plagiarism, incorrect citations, no citations, or even word for word copying must be taught to students on a regular basis. Updates to both MLA and APA are ongoing as well; therefor, even graduates must stay current with how their citation methods change overtime.
My response to this LInkedIn entry:
Here is most of the information, I have collected on plagiarism, academic integrity, academic dishonesty. I added also Joshe’s opinion LinkedIn entry: http://blog.stcloudstate.edu/ims?s=plagiarism
My firm conviction through the years is that for-profit such as TurnitIn are a smoke-screen, opportunists, which are trying to bank on lack of organized approach toward educating students and ourselves about the increasing nebulous areas of plagiarism (due to the increasing digitization of our work). It is in their interest to use scare tactics and try to convince us that computerization is the answer. Anyone, who had proofread papers for more than two semesters can detect easily the change of style, the lack of punctuation and other little, but significant details in the writing process. Since, the instructor has to read the paper for content anyhow, it is just preposterous to seek multiple-thousand dollars software license to replace the instructor.
The literature shows that the predominant percentage of students committing plagiarism is doing it due to lack of proper explanation and education. I that sense, I support Josh’s choice of words: education and vigilance. My only addition is that the vigilance must be human based, not machine-based. Higher admin shouldn’t squander finances in purchasing more licenses and cutting faculty positions, but invest in well-rounded and capable faculty.
Gary A. Hoover is currently a Professor and the Chair of the Economics Department at the University of Oklahoma.
Hoover received his Ph.D. in Economics from Washington University in St. Louis in 1998. Since then he has published numerous scholarly research papers, book chapters, and reviews on areas of public policy and income redistribution. He is a leading scholar on academic misconduct, specifically plagiarism, in the economics profession and sits on the REPEC plagiarism committee. Hoover has given over 100 lectures on plagiarism around the world.
He has also been a visiting scholar at the Institute for Research on Poverty at the University of Wisconsin. He has also been a guest professor at the University of Hannover and the University of Konstanz in Germany along with the University of Vienna in Vienna, Austria.
a recent PEW research study found that while educators find technology beneficial in teaching writing skills, they feel it has also led to a direct increase in rates of plagiarism and infringement of intellectual property rights.
We want students to do “group work,” to collaborate, and to discuss. However, we have very specific realms in which we want this to happen: the group assignment, the in-class discussion, studying for exams, etc. At the same time, many of us want to put up barriers and halt any collaboration at other times (during assessments, for example). When collaboration takes place during assessment, we deem it plagiarism or cheating, and technology is often identified as the instrument that tempts students into such behavior.
A student may produce an entirely wrong answer, but if how they got there was through logic, reasonable assumption, educated guessing (not just plain old “guessing”) – and they were effective in communicating that process – then there is evidence of learning that I can take into account.
More on plagiarism, academic integrity and academic dishonesty in this IMS blog:
I’ve typically come to the defense of Gen Y, to which I belong, when baby boomers and others accuse us of neglecting personal relationships in favor of social networking, or of growing so reliant on technology that we’re unable to operate an actual telephone book or read a paper map. I even make my living doing all kinds of Millennial-y things like blogging and writing for online publications. But I also went to a solid journalism school that instilled me with plenty of old-old-school values, many of which I don’t think are forgiving when it comes to lifting another person’s writing or insights without also admitting where you got them.
The current concept of plagiarism is based on a capitalist view of property and ownership. It assumes that everything of value can be owned, bought, and sold and that ideas, knowledge, and art are created by individuals who have the rights of ownership. This view is deeply ingrained in Western culture.
Traditional definitions of plagiarism are further challenged by the digital revolution.
This situation has caused the current Millennial generation to see knowledge ownership, acquisition, and distribution in radically different terms than in previous generations. Clearly,
academia is past due in reevaluating the concept and how we deal with it in secondary and higher
A colleague of mine is asking us to organise a disciplinary commission for a student who, during a test (home test) quoted an author at great length. I disagree with his judgement. This in my opinion is youth caution (I’m not too sure about what I think so I protect myself with very long quotes). She did refer to the author in question and did not steal his ideas as her own. The risk for the student (who happens to be a very good one) is that she may lose the right to pass any national exam of any sort for x years. I intend to defend her at the disciplinary hearing as I happen to have supervised her for a research last year and am supervising her this year for another and know what she’s made of. The question to you all is : what constitutes plagiarism in your opinion and practice?
Discuss ways to incorporate library services through the learning management system level.
Examine bibliographic instruction in the virtual classroom through team teaching, guest lecturing.
Identify librarian roles during the design and development of online courses.
Assessing embedded librarianship efforts.
Mimi O’Malley is the learning technology translation strategist at Spalding University. She helps faculty prepare course content for hybrid and fully online courses in addition to incorporating open education resources into courses. She previously wrote and facilitated professional development courses and workshops at the Learning House, Inc. Mimi has presented workshops on online learning topics including assessment, plagiarism, copyright, and curriculum trends at the Learning House, Inc. CONNECT Users Conference, SLOAN-C ALN, Pencils and Pixels and New Horizons Teaching & Learning Conference. Interview with Mimi O’Malley