Teaching International Students How to Avoid Plagiarism: Librarians and Faculty in Collaboration

Abstract

This paper presents how a plagiarism component has been integrated in a Research Methodology course for Engineering Master students at Blekinge Institute of Technology, Sweden. The plagiarism issue was approached from an educational perspective, rather than a punitive. The course director and librarians developed this part of the course in close collaboration. One part of the course is dedicated to how to cite, paraphrase and reference, while another part stresses the legal and ethical aspects of research. Currently, the majority of the students are international, which means there are intercultural and language aspects to consider. In order to evaluate our approach to teaching about plagiarism, we conducted a survey. The results of the survey indicate a need for education on how to cite and reference properly in order to avoid plagiarism, a result which is also supported by students' assignment results. Some suggestions are given for future development of the course.

Comparison of Native Chinese-speaking and Native English-speaking Engineering Students' Information Literacy Challenges

“…Developing international students' skills in relation to citing is important to level the playing field with native English-speaking students regarding academic expectations. Many authors concur that there is such a need (Gunnarsson, Kulesza & Pettersson, 2014;Chen & Brown, 2012;Fawley, 2011;Chen & Van Ullen, 2011;Duff et al, 2006;Shao, Scherlen, Johnson, Xu & Hu, 2013) and several provide examples of workshops and instruction with evidence that they are successful (Chen & Van Ullen, 2011;Duff et al, 2006). Instruction could facilitate students' acquisition of paraphrasing and summarizing skills as previous literature suggests these skills may be new to international students (Han, 2012, p. 14).…”

Plagiarism policies in Iranian university TEFL teachers’ syllabuses: an exploratory study

“…That is not surprising in this electronic age when access to various online sources is quick and copyright law can be infringed upon quite easily (e.g. Flowerdew and Li, 2007;Gunnarsson, Kulesza and Pettersson, 2014;Helgesson, 2015;Kauffman and Young, 2015;Sutherland-Smith, 2008). Research suggests that the quantity of digital plagiarism, namely copying and pasting from the Internet without crediting the source, has exceeded the traditional forms of plagiarism (Stephens, Young and Calabrese, 2007).…”

“…Studies have explored different aspects of the issue, such as students and teachers' perceptions of plagiarism (Ahmadi, 2014;Jones, Reid and Bartlett, 2007;Rezanejad and Rezaei, 2013;Zafarghandi, Khoshroo and Barkat, 2012), why students plagiarize (Bedford, Gregg and Clinton, 2011;Colnerud and Rosander, 2009;Comas-Forgas andSureda-Negre, 2010, Greer et al, 2012;Hughes and McCabe, 2006;Shanahan et al, 2013), and measures/strategies on how to deter students from plagiarism (Abdi, Idris, Alguliyev and Aliguliyev, 2015;Bretag and Mahmud, 2009;Gunnarsson, Kulesza and Pettersson, 2014).…”

The Effect of International Baccalaureate Program on High School Students’ Misconceptions Regarding Plagiarism

“…Okul yönetimleri tarafından akademik dürüstlük politikası, yasal ve etik düzenlemeler belirlenmeli ve rehberler hazırlanarak öğrencilerin bu ilkeleri anlaması ve öğrenmesi sağlanmalıdır (Carroll, 2012). UBDP kapsamında ilişkilendirilmeyen birçok çalışmada olduğu gibi (Özenç Uçak ve Gülşen Birinci, 2008;Gibson ve Chester-Fangman, 2011ve Gunnarsson, Kulesza ve Petterson, 2014, UBDP'de de intihal, bilimsel etik, etik dışı davranışlar, akademik dürüstlük, alıntı yapma, kaynak gösterme konularındaki eğitimlerin verilmesinde okul kütüphanecilerine önemli roller atfedilmektedir. Tilke (2011) UBDP kapsamında, okul kütüphanecilerinin öğrencilere etik konularla birlikte, ödevlerini (essay) yazarken zorlandıkları birçok konuda, TOK, CAS gibi etkinliklerde önemli katkılarının ve desteklerinin olabileceğini belirtmektedir.…”