Academic Plagiarism Librarians Solo And Collaborative Efforts To Curb Academic Plagiarism

This edited collection is a compilation of practical case studies from academic libraries and librarians working with other college departments, faculty, and/or students. It chronicles their efforts to combat ongoing concerns related to intended and accidental student plagiarism due to the variety of definitions of plagiarism. The contributors to this collection are associated with colleges and universities from around the United States. The authors have a broad range of educational and professional experience and offer unique insights into the wide variety of methods used to help combat student plagiarism in academic libraries.This collection begins with the work of Sarah Clark (University of Manitoba) and Vickie Albrecht (University of Manitoba) as they share how the Academic Integrity Office, Academic Learning Centre, and Libraries at their university collaborated to pilot a program to deliver educational support to students involved in academic misconduct. Their chapter discusses the details of this pilot, as well as the challenges and opportunities that exist in offering educational support in a post-discipline setting.The work of Amy Dye-Reeves (Texas Tech University) shares how a librarian (Dye-Reeves) formed a partnership with the department of clinical psychology at Murray State University to create an academic dishonesty workshop. She describes the collaborative processes taken to develop a disciplinary-specific academic integrity workshop to curb students' plagiaristic behaviors.Sherri Brown (Florida State College at Jacksonville) shares how librarians and English faculty collaborated to design an assessment of students' information literacy skills in an English course. They subscribed to ProQuest's Research Companion database to identify how to cite correctly, paraphrases, and summarizing. This chapter shares the results from the assessment.Monica D. T. Rysavy (Rysavy & Michalak Consultants) and Russell Michalak (Partners in Rysavy & Michalak Consultants and Directors at Goldey-Beacom College) discuss how the Office of Institutional Research & Training and the Library and Learning Center's Information Literacy Assessment (ILA) program teaches students how to cite, and to write. The authors, who appended a survey to the ILA program, asked students to provide their definition of plagiarism and rate their perceptions of their peers' plagiaristic behaviors at Goldey-Beacom College. The contribution of Kimberley K. Vardeman (Texas Tech University) Cynthia L. Henry (Texas Tech University) discuss how as librarians, they partnered with IT, Worldwide E-Learning, and the Ethics Center to integrate the software (Turnitin and iThenticate) into the Learning Management System and to educate instructors about it. This chapter shares the benefits and drawbacks of librarians' serving as the role of enforcing academic integrity as opposed to serving as a support resource for the campus.Navadeep Kahnal (University of Missouri at Columbia) and Rhonda K. Whithaus (University of Missouri at Columbia) describe how students, as new initiates and trainees in the scholarly communication field, need to be trained not to plagiarize through education. The training students receive should show them the correct practices of scholarly communication and the reasons for it as well as the consequences of committing plagiarism.This collection is concluded with the work of Emmett Lombard (Gannon University) who discusses librarians' accommodations of international students, and how and why international students use the library. This chapter helps to frame how academic librarians can help international students avoid plagiarism.We believe this collection of chapters provides a unique overview of academic libraries and librarians partnerships with other departments at colleges and universities to help combat the continued concerns related to student plagiarism - both intended and accidental - due to the variety of definitions of plagiarism.

This open access book presents original contributions and thought leadership on academic integrity from a variety of Canadian scholars. It showcases how our understanding and support for academic integrity have progressed, while pointing out areas urgently requiring more attention. Firmly grounded in the scholarly literature globally, it engages with the experience of local practicioners. It presents aspects of academic integrity that is specific to Canada, such as the existence of an "honour culture", rather than relying on an "honour code". It also includes Indigenous voices and perspectives that challenge traditional understandings of intellectual property, as well as new understandings that have arisen as a consequence of Covid-19 and the significant shift to online and remote learning. This book will be of interest to senior university and college administrators who are interested in ensuring the integrity of their institutions. It will also be of interest to those implementing university and college policy, as well as those who support students in their scholarly work.

This practical book introduces readers to the current issues facing todays academic reference and instruction librarians grappling with the growing problem of student plagiarism. The book provides up-to-date overviews of student plagiarism, examples of ways in which librarians can educate students through proven instructional techniques, collaboration approaches and outreach methods, and discusses common problems and questions librarians may encounter when incorporating current anti-plagiarism instruction into their instructional services. Topics include: role of the academic librarian in combating student plagiarism, discipline-based approaches to combating student plagiarism, information literacy techniques and faculty/librarian collaboration. Investigates the issues surrounding the growth of instances of student plagiarism Discusses the academic librarian's role in combating student plagiarism Recommends effective outreach techniques and instructional methods for preventing plagiarism

The proliferation of resources now available through libraries and the internet requires a new set of information management skills in order for students to avoid plagiarism. While educators legitimately expect students to approach academic work with honesty and integrity, students need to be able to understand the context of their academic resources—both print and digital—well enough to use them appropriately and ethically. Combating Plagiarism helps middle and high school teachers and librarians understand and teach the authorship and publication process so students learn to use relevant information in an ethically and academically sound fashion. Terry Darr's long-term collaboration with a high school history teacher taught her the challenges faced by students conducting research—and by librarians and teachers tasked with teaching plagiarism prevention. Her book is full of tested concepts for teaching these complex topics, emphasizing our modern reliance on digital sources. An extensive student reference section covers common knowledge, fact, and opinion. A wealth of practical resources includes real-life examples from research papers as well as plenty of instructional materials, exercises, and lesson plans.

"Resource for developing policies on the prevention and detection of plagiarism"--Provided by publisher.

Twenty years ago, plagiarism was seen as an isolated misdemeanor, restricted to a small group of students. Today it is widely recognized as a ubiquitous, systemic issue, compounded by the accessibility of content in the virtual environment. Student Plagiarism in an Online World: Problems & Solutions describes the legal and ethical issues surrounding plagiarism, the tools and techniques available to combat the spreading of this problem, and real-life situational examples to further the understanding of the scholars, practitioners, educators, and instructional designers who will find this book an invaluable resource.

This book opens with a brief overview of plagiarism today, followed by arguments in favour of a subject-based approach. The rest of the book is divided into academic subject areas and features an overview of the major issues in that subject area, followed by a high profile and engaging case within the discipline.

This book takes a comprehensive look at first-year library instruction from examining why first-year students struggle with academic assignments to exploring instruction roles at different institutions. It offers step-by-step guidance for planning, teaching, and assessing first-year students in and beyond the library instruction classroom.