The i‐Map: a process‐centered response to plagiarism

Walden, Kim; Peacock, Alan

doi:10.1080/02602930500262510

Cited by 13 publications

(6 citation statements)

References 4 publications

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“…The 'i-Map' approach reported by Walden and Peacock (2006) illustrated how staff may initiate changes to assessment practices that could reduce the incidence of plagiarism and the motivation for students to plagiarise. This pedagogical approach reinforces proposals by a number of scholars that concentrating solely on plagiarism detection via technical means will not necessarily develop students' skills in areas that will be valued by employers (Carroll, 2005).…”

Section: Introductionmentioning

confidence: 99%

Staff attitudes to dealing with plagiarism issues: Perspectives from one Australian university

Crisp¹

2007

IJEI

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This paper reports on the results of an online staff survey at one Australian university on attitudes to plagiarism issues, the use and efficacy of the institutional plagiarism policy and Turnitin system and staff perceptions of institutional resources that were available to assist both staff and students reduce the incidence of plagiarism. The survey was designed to capture staff perceptions, rather than verifiable activity or plagiarism detection outcomes. The survey responses highlighted the need for a common understanding of plagiarism and approaches to the detection and dealing with suspected plagiarism incidents. The responses also signalled a requirement for improved assessment practices that reduce the opportunity for plagiarism. Staff responses indicated that there was a need to publicise more effectively existing University resources for avoiding plagiarism; only a minority of survey respondents were aware of these resources. The majority of staff perceived that the institutional policies and practices were adequate for dealing with suspected plagiarism incidents.

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Section: Introductionmentioning

confidence: 99%

Staff attitudes to dealing with plagiarism issues: Perspectives from one Australian university

Crisp¹

2007

IJEI

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“…43). That diversity of nomenclature persists in the literature to date; indeed, a few additional permutations have surfaced: "group process journals" (Toedter & Glew, 2007); "i-Map … short for information handling map" (Walden & Peacock, 2006, cited in Accardi, 2013; "information literacy narratives" (Detmering & Johnson, 2012;Mackey, 2013); "metalearning essay" (Harris, 2013); "research process assignments" (Vecchiola, 2011); and "research writer's journal" (Belanger, Bliquez, & Mondal, 2012).…”

Section: Prologue: a Surfeit Of Terminologymentioning

confidence: 97%

“…Having rarely been challenged to think about their processes of information seeking and using, students often find it hard to reflect on them (Bent & Stockdale, 2009, p. 52). Walden and Peacock (2006) write that implementing their i-Map required considerable scaffolding on the part of the instructor as "it was not always easy to persuade students to reflect on learning processes" (p. 212).…”

Section: Drawbacks Of the Research Log Assignmentmentioning

confidence: 97%

“…Bean's "exploratory essay" is his "favorite way to promote inquiry and combat plagiarism" (2011, p. 249). Accardi (2013, p. 85) recommends two forms of process writing: the "I-map" developed by Walden and Peacock (2006) and two-column note-taking described by Evering and Moorman (2012). Harris (2013) recommends requiring "a metalearning essay" on the day the instructor collects the research papers.…”

Section: Preventing Plagiarismmentioning

confidence: 99%

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Foregrounding the Research Log in Information Literacy Instruction

Fluk

2015

The Journal of Academic Librarianship

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Updating an earlier study, this article reviews the literature of information literacy (IL) instruction since 2008 for empirical evidence of the value of research logs or research journals for effective pedagogy, assessment, and prevention of plagiarism in IL instruction at the college level. The review reveals a mismatch between the acknowledged theoretical and practical value of research log assignments and the mixed advocacy for them in the literature. The article further analyzes the literature for the drawbacks of research log assignments and points toward ways of mitigating these drawbacks.Research logs, also called "research journals," "narratives of research," and a wide variety of other terms, are assigned often-but not often enough-in information literacy instruction. Research log/ research journal assignments ask students to keep track of their research process and produce an artifact-a log, a journal, a storydescribing and reflecting on that process. I will argue in this paper that the literature of information literacy (IL) instruction provides ample backing for the idea that the research log/research journal assignment can be a useful exercise for the development of information literacy at the college level. In my earlier review of literature published from 2000(Fluk, 2009, the value of such an assignment for effective delivery of IL instruction as well as for insightful performance-based assessment became apparent. Ironically, however, the enthusiasm in the literature for the use of research logs/research journals in IL instruction was not heavily backed by empirical research (p. 49) and was, indeed, belied by underutilization (p. 46). This paper updates the 2009 literature review, looking for scholarly evidence of the value of research logs/research journals for pedagogy, assessment, and-expanding on the earlier review-prevention of plagiarism. Also expanded here is the scope of the literature reviewed to include the major information literacy textbooks and instruction manuals currently in use, searching for their advocacy (or not) of student research logs/ research journals.The research questions are:

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“…An explanation for students' insufficient efforts, in addition to just lack of information literacy skill, is that syllabi do not include research-related learning objectives and librarians are not involved in information literacy instruction in 75 percent of assignments studied (O'Hanlon, 2007). Walden and Peacock (2006) and Thompson (2003) postulate that students' skills in information literacy could be improved through education or improvement of the interface of present information searching tools. To this effect, Halttunen and Järvinen (2005) propose the use of an instructional tool (the IRGame), to increase feedback in the research process and thereby improve the search process.…”

Section: Introductionmentioning

confidence: 99%

Searching reference databases: What students experience and what teachers believe that students experience

Avdic

Eklund

2010

Journal of Librarianship and Information Science

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The Internet has made it possible for students to access a vast amount of high-quality references when writing papers. Yet research has shown that the use of reference databases is poor and the quality of student papers is consequently often below expectation. The objective of this article is twofold. First, it aims to describe the problems students experience when they search for information using a university reference database. Second, it aims to compare the perspective of students of the problems of searching with that of their teachers. As a basis for the study, we used the Unified Theory of Acceptance and Use of Technology (UTAUT) model. A web-based survey was carried out. A total of 150 students at Örebro University in Sweden participated in the survey. The results were analysed by comparison of median values. Results show that students experience problems mostly in the category of efforts expectancy. Differences between the two groups are most significant in the category of effort expectancy and students’ patience in searching. Teachers are more pessimistic about students’ capacity in information searching than the students themselves.

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The i‐Map: a process‐centered response to plagiarism

Cited by 13 publications

References 4 publications

Staff attitudes to dealing with plagiarism issues: Perspectives from one Australian university

Staff attitudes to dealing with plagiarism issues: Perspectives from one Australian university

Foregrounding the Research Log in Information Literacy Instruction

Searching reference databases: What students experience and what teachers believe that students experience

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