Pandora's box: academic perceptions of student plagiarism in writing

Sutherland‐Smith, Wendy

doi:10.1016/j.jeap.2004.07.007

Cited by 107 publications

(35 citation statements)

References 18 publications

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“…This is confirmed in the domestic and international student reflections outlined in the findings. This level of scaffolded support is also significant in assisting international students to avoid the inadvertent plagiarism that occurs as a consequence of differences in cultural expectations and practices in citation (Sutherland-Smith 2005). It was evident from the feedback that clarifying academic expectations both guided and enthused students to the extent that many had difficulty in setting their own boundaries on where to stop their learning.…”

Section: Discussionmentioning

confidence: 99%

Integrating Information Literacy To Enhance Post-graduate Learning

Kriflik¹,

Kriflik

2006

The International Journal of Learning: Annual Review

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Sourcing appropriate and reliable information is an area of skill development that requires active intervention to support the learning of postgraduate students. The investigative case study presented in this paper discusses the design, the application, and the preliminary outcomes of a group of tasks that were structured to enhance the information literacy skills of a class of postgraduate students at an Australian university. After providing the background, with reference to the literature, the discussion reviews student performance in the tasks set and the quiz questions used, as well as the students' reaction to this intervention. The results of the trial suggest that there are benefits to be derived for enhancing student performance through the active development of information literacy skills. AbstractSourcing appropriate and reliable information is an area of skill development that requires active intervention to support the learning of postgraduate students. The investigative case study presented in this paper discusses the design, the application, and the preliminary outcomes of a group of tasks that were structured to enhance the information literacy skills of a class of postgraduate students at an Australian university. After providing the background, with reference to the literature, the discussion reviews student performance in the tasks set and the quiz questions used, as well as the students' reaction to this intervention. The results of the trial suggest that there are benefits to be derived for enhancing student performance through the active development of information literacy skills. BackgroundThe context of this case study is an Australian university's Master of Business Administration (MBA) program. This program attracts many international students, and also domestic students, who often lack the knowledge of information resources and databases available and useful for their needs. The students who gain entry to this MBA program meet stringent language literacy requirements but these do not stipulate requirements for, and there is no evaluation of, information literacy levels. This is despite the setting being a university with a strong tradition of supporting information literacy, similar to that described by Bruce (2000) in his discussion of innovative approaches in the area. All course work students, at both undergraduate and postgraduate levels, are required to complete a mandatory information literacy program that provides support in identifying, accessing and citing information. The importance of information literacy as an integral part of higher education cannot be overstated but this requires consideration of the full meaning of the concept. Many students are good at seeking information. However, the authors' experience has been that students often rely on internet sources for information using search engines such as Google -and is this enough? The reliability and value of much of the information found from web sources should be questioned as much of the content is not subje...

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Section: Discussionmentioning

confidence: 99%

Integrating Information Literacy To Enhance Post-graduate Learning

Kriflik¹,

Kriflik

2006

The International Journal of Learning: Annual Review

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show abstract

“…In the recent years, the topic of student plagiarism has been given a lot of attention (Pecorari, 2013;Sutherland-Smith, 2005a), especially in relation to the Internet providing virtually unlimited access to information (Sutherland-Smith, 2005b;Scanlon and Neumann, 2002). The practice of students to borrow texts without proper attribution for their class assignments appears to be quite wide-spread, regardless of whether the students write in their native language or in a foreign language.…”

Section: Theoretical Assumptions and Literature Overviewmentioning

confidence: 99%

“…Some university regulations list sanctions, but no procedure or special institutional body to deal with the offense, confirming the suspicion that plagiarism cases are not dealt with in practice. For comparison, French and Canadian universities refer the student suspected in committing plagiarism to a disciplinary board (Audet, 2011), English-speaking universities also cite a procedure (albeit judged as heavy or imperfect, Pecorary, 2015;Sutherland-Smith, 2005a) which usually treats the matter as a disciplinary offense. Many German universities make use of a signed affidavit from students submitting a thesis which can even result in legal pursuits in case of plagiarism.…”

Section: Theoretical Assumptions and Literature Overviewmentioning

confidence: 99%

Dealing with Students’ Plagiarism Pre-Emptively Through Teaching Proper Information Exploitation

Chankova

2017

ij-sotl

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The present contribution looks into the much discussed issue of student plagiarism, which is conjectured to stem from problems with information searching and exploitation, underdeveloped exposition skills and difficulty in using sources, especially concerning quotations and references. The aim of the study is to determine how effective pre-emptive measures can be if information exploitation and writing from sources are approached as skills that need to be taught. The results show that addressing source use as a skill tends to gradually if slowly reduce the number of plagiarized assignments submitted by students. The present contribution looks into the much discussed issue of student plagiarism, which is conjectured to stem from problems with information searching and exploitation, underdeveloped exposition skills and difficulty in using sources, especially concerning quotations and references. The aim of the study is to determine how effective pre-emptive measures can be if information exploitation and writing from sources are approached as skills that need to be taught. The results show that addressing source use as a skill tends to gradually if slowly reduce the number of plagiarized assignments submitted by students.

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“…Si bien existen varias definiciones sobre el término (Carmona, 1988;Cavanillas, 2008;Díaz Arce, 2017;Hirsch Adler, 2012;King, Guyette & Piotrowski, 2009;Nakandakari, 2016;Park, 2003;Petress, 2003;Quiroz Papa de García, 2013;Saldaña-Gastulo et al, 2010;Sutherland-Smith, 2005), sorprende que el concepto "plagio" no aparezca definido en el Texto Refundido de la Ley de Propiedad Intelectual, aprobado por el Real Decreto Legislativo 1/1996 de 12 de abril y, por tanto, sea necesario acudir a la doctrina jurisprudencial sobre la materia, concretamente a algunas sentencias del Tribunal Supremo, para encontrar una definición del mismo desde una perspectiva jurídica (STS nº 12/1995 de 28 de enero; STS nº 237/1999 de 23 de marzo; STS nº 1125/2003 de 26 de noviembre).…”

Section: El Concepto De Plagio Y Ciberplagiounclassified

Percepción Del Alumnado De Traducción De La Universidad Internacional De Valencia (Viu) Sobre El Ciberplagio Académico

Torres

Fons

2017

Docencia univ.

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RESUMEN. Este trabajo presenta los resultados de un estudio sobre el ciberplagio en el ámbito de la enseñanza universitaria de lenguas y de la traducción en la modalidad virtual. Tras una revisión teórica sobre el concepto y el análisis de los factores que incitan a realizar esta práctica en el contexto educativo actual, se elabora una encuesta ad hoc dirigida al alumnado de los primeros cursos del Grado de Traducción e Interpretación de la Universidad Internacional de Valencia (VIU) para analizar cómo utilizan la propiedad intelectual ajena en el desarrollo de sus actividades académicas. De los resultados alcanzados se desprende que los estudiantes (n=73) todavía no tienen muy claro cómo y cuándo referenciar sus fuentes bibliográficas y, para ello, necesitan formación. En ocasiones no recurren al ciberplagio deliberadamente, sino de manera involuntaria, ya que no son conscientes de ello. Desconocen la verdadera limitación del término, las normas del centro en materia de ciberplagio y las sanciones que deben aplicarse. De ahí que sea necesario tomar medidas urgentes dirigidas no solo a enseñarles la importancia de hacer un uso honesto de la información disponible en red, sino a intentar desarrollar su competencia informacional, lo que les permitirá transformar la información que manejan en conocimiento. ABSTRACT. This paper presents the results of a research work carried out on cyber-plagiarism in university online language teaching and translation training. Following a theoretical review of cyber-plagiarism and an analysis of the reasons behind this phenomenon in education, an ad hoc survey was conducted on students in the first courses of the Translation and Interpretation degree at the International University of Valencia (VIU). The purpose of this instrument was to analyze how students use other people's intellectual property to develop their own academic activities. From the results obtained, students (n=73) still do not have a clear idea of how and when to reference their sources. Moreover, they need some training to ensure they reference correctly. Occasionally, they do not cyber-plagiarize deliberately, but involuntarily, as they are unaware that they are doing it. They do not know the real limitation of the concept, the institution's rules concerning cyber-plagiarism, and the penalties to be applied in each case. Therefore, it is necessary to take urgent actions to teach students the importance of making an honest use of the information available on the internet, as well as to develop the students' informational competence, enabling them to transform the information they use into knowledge. RESUMO.Este artigo apresenta os resultados de um estudo sobre ciber-plágio no campo do ensino universitário de línguas e de tradução na modalidade virtual. Após uma revisão teórica sobre o conceito e a análise dos fatores que encorajam esta prática no atual contexto educacional, foi preparado um questionário ad hoc para os alunos dos primeiros semestres do Curso de Tradução e Interpretação da Universidade Internacion...

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Pandora's box: academic perceptions of student plagiarism in writing

Cited by 107 publications

References 18 publications

Integrating Information Literacy To Enhance Post-graduate Learning

Integrating Information Literacy To Enhance Post-graduate Learning

Dealing with Students’ Plagiarism Pre-Emptively Through Teaching Proper Information Exploitation

Percepción Del Alumnado De Traducción De La Universidad Internacional De Valencia (Viu) Sobre El Ciberplagio Académico

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