Transcript Student Cheating an Plagiarism in the Internet Era: A Wake

Kick It Up A Notch!
Promote
Academic Honesty Through the
School Library
1
Introductory Questions


What is academic dishonesty?
Why does it occur?

When, where should we begin to teach
about academic honesty?

How do we encourage academic
honesty?

How can we “kick it up a notch?” to
create plagiarism proof assignments?
2
What’s the problem?
• A recent study, conducted by Donald McCabe of
Rutgers University, of about 4500 students at
25 high schools shows that cheating is a
serious problem.
• 74% of respondents admitted to one or more
instances of serious test cheating and 72%
admitted to serious cheating on written
assignments.
• Over half of the students admitted they have
engaged in some level of plagiarism on written
assignments using the Internet.
Ontario School Library
Association: Curriculum Supports
3
What’s the problem?
• 15% have submitted material obtained, in large part,
from a web site or internet paper mill
• 52% have copied several sentences from a web site
without citing the source
• 90% of students who plagiarize from the Internet have
also plagiarized from written sources
Source: “CAI Research Center for Academic Integrity. Duke University,2003.
<http://academicintegrity.org/cai_research.asp>
Ontario School Library
Association: Curriculum Supports
4
What’s the problem?
• a new Canadian study conducted through the
University of Guelph and Rutgers University of
14,913 undergrads from 11 campuses indicates
that academic honesty is a serious problem
• 73 % of high school students
• 53% of university undergrads
• 35% of graduate students
admit to practicing academic dishonesty!
5
What’s the problem?
Plagiarism and other forms of academic dishonesty
have always existed.
However, today:
• technology has made it so easy to plagiarize
• academic dishonesty – in its many forms – is a common
occurrence
• plagiarism has become a game of cunning
• the integrity, ethics, and morality of our students are at
stake
Ontario School Library
Association: Curriculum Supports
6
Plagiarism: Then and Now
Old Plagiarism
New Plagiarism
Students:
• copied from books,
encyclopedias, journals;
Students:
• copy from one or more
electronic sources;
• misrepresented citations or
bibliographic entries;
• download material from the
Internet without
acknowledgement;
• exchanged or purchased
essays.
• locate essays in another
language and then put them
through translation programs.
Ontario School Library
Association: Curriculum Supports
7
Plagiarism: Then and Now
New Plagiarism
Old Plagiarism
• required time and effort to
locate and copy;
• copying and pasting is quick
and effortless, providing
instant gratification;
• papers still had to be
written or typed;
• text fonts can be changed
with a simple keystroke;
• required personal contact.
• requires no personal
contact, creating a sense of
anonymity.
Ontario School Library
Association: Curriculum Supports
8
Three Variations of Plagiarism
Unintentional
– poorly developed literacy skills and poor understanding of
acceptable documentation procedures
Intentional
– deliberate attempt to achieve ‘high end’ results with ‘low
end’ effort
Invitational
– nature and scope of certain types of assignments
encourage students to merely “hunt, gather, replicate”
(Tom March)
Ontario School Library
Association: Curriculum Supports
9
Why Students Intentionally Plagiarize
• stress of a heavy workload and the competition for
high marks
• poor time management and planning skills
• lack of understanding about concepts and ethics of
intellectual property
• lack of confidence in their own research and writing
skills
• project has no meaning for them - they are just
“getting it done”
Ontario School Library
Association: Curriculum Supports
10
The Clues
The paper, project or presentation:
• is just too good for the student’s level of
understanding, knowledge and/or skill
• is consistently better when work is done at
home rather than in class
• contains poorly written paragraphs at the
beginning and end, and high quality work in
between
• sounds familiar
• is suspicious in terms of appearance or topic
Ontario School Library
Association: Curriculum Supports
11
Become Informed
Become informed on cheat sites and different
methods of plagiarizing in the high tech world:
Do your own reading concerning high tech forms of
academic dishonesty
• Investigate Internet sites available to assist educators in
preventing and identifying plagiarized work.
• Visit electronic paper mill web sites to familiarize yourself with
essay retrieval methods.
Ontario School Library
Association: Curriculum Supports
12
Paper Mills: What’s out there?
Ontario School Library
Association: Curriculum Supports
13
The High Tech Defense
Use a comprehensive search engine (Google,
Dogpile, Altavista, alltheweb) to locate possible
sources of questionable papers
Type in a phrase from the essay or the essay title
Search full-text online subscription databases
(EBSCO, Electric Library, Proquest)
Type in a phrase from the essay or the essay title. This
could take hundreds of hours per class assignment
Install filtering software to block out cheat sites.
This could create a false sense of security, as students can
access cheat sites elsewhere
Ontario School Library
Association: Curriculum Supports
14
The ‘Higher’ Tech Defense
Anti-plagiarism programs exist that will compare any paper
to those already available on the Internet and will add the
paper to a vast database.
Detection services: Turnitin.com (produces a colour coded
“originality” report)
Detection services: Glatt Plagiarism Program (has various
screening devices)
Detection services: Essay Verification Engine (produces
colour coded annotated report)
Ontario School Library
Association: Curriculum Supports
15
Ontario School Library
Association: Curriculum Supports
16
Ontario School Library
Association: Curriculum Supports
17
Ontario School Library
Association: Curriculum Supports
18
However,
“Catching Internet cheaters is not the best
answer. It’s a lot like doing an autopsy.
No matter how terrific the coroner is at
determining how or why a person died,
the damage has been done. Bringing
the culprit to light won’t change that.
Preventing the problem is a much better
approach.”
Lisa Renard, “Cut and Paste 101: Plagiarism and the Net”.
Ontario School Library
Association: Curriculum Supports
19
The Best Defense: Be Proactive
Rethink the very nature of research assignments and the
purpose they serve in the curriculum.
Emphasize the research process and the learning of
lifelong information literacy skills.
Collaborate with your teacher librarian to design rich,
authentic assignments.
Structure writing assignments to reduce plagiarism.
Build a common understanding of academic honesty.
Model academic integrity.
Ontario School Library
Association: Curriculum Supports
20
Research Project Design
Authentic Learning
• engages in real world issues or problems to
demonstrate learning
• allows students to utilize their learning styles
and strengths
• focuses on both process and product
21
Rich Performance Tasks
Goal: focus for “enduring understanding”
Role: multi perspectives
Audience: authentic tone and voice
Situation: real-life context
Product: varied - presentations, reports, brochure
22
Research Assignments 1
Rethink research assignments.
Structure them so that they:
• are examples of authentic learning
• emphasize critical thinking skills
• emphasize creative thinking
• emphasize metacognition so that students
can think about the “what” and “how” of
their learning
We CAN structure assignments so they
are meaningful and cheat proof
Ontario School Library
Association: Curriculum Supports
23
Research Assignments 2
Rethink Traditional Research Products
Focus on time (e.g. write an Incorporate technology
(e.g. TV talk show,
obituary for a civilization,
PowerPoint, web pages)
change a historical
decision and predict the Create a game (i.e., with
rules similar to
possible consequences.
Jeopardy, Trivial Pursuit,
Survivor)
Change format (e.g.
debates, simulations, role Create visual products
(e.g. dioramas, models)
plays, trials, newspapers,
Create a Webquest
editorials)
Ontario School Library
Association: Curriculum Supports
24
Research Assignments 3
Change Point of View in Traditional Assignments
Explain why the
French Revolution
was inevitable.
You are a merchant
living in Paris in 1790.
Explain why you
support the French
Revolution.
Ontario School Library
Association: Curriculum Supports
25
Research Assignments 4
Change Point of View in Traditional Assignments
Describe the
relationship
between Anne
Frank and her
mother.
Write a letter as Mrs.
Frank to your daughter,
Anne, explaining the
problems you are
having with her.
Ontario School Library
Association: Curriculum Supports
26
Research Assignments 5
Change Point of View in Traditional Assignments
Write a report
on xyz city.
Which city is the best
city for….
-the Winter Olympics
-a new theme park
-a family’s new home
Ontario School Library
Association: Curriculum Supports
27
Research Assignments 6
Change Point of View in Traditional Assignments
You are to go on a trip to a
Write a report on a
National Park in Canada
National Park of your
with your family. Determine
choice. Include
the interests of each
information about its
member of your family.
location, wildlife,
Gather and record
activities, and
information about two
landforms.
national parks. Determine
the park that most closely
meets those interests and
create a multimedia
advertisement that sells us
on your choice of park.
Ontario School Library
Association: Curriculum Supports
28
Why Teach A Research Process?
Structure or plan for students
Consistency and common language
Transferable to all subjects and grade
Framework for:
design of project
skills
assessing & evaluating
29
Information Studies K-12
Four Stage Research Process
1 Preparing For
Research
2 Accessing
Resources
3 Processing
Information
4 Transferring
Learning
The Research Process 1
Identify meaningful steps within the structure
of each assignment
Use an assessment scheme giving
appropriate weight to process and product
Assess and evaluate the research process at
various stages
Teach students the meaning of academic
honesty, plagiarism, intellectual property, and
copyright.
Ontario School Library
Association: Curriculum Supports
31
The Research Process 2
Teach students how to use quotations and
paraphrasing effectively and how to cite sources
correctly.
Require students to submit a research portfolio of
notes, sources, and drafts along with their
finished product.
Use your school’s Student Research Guide as
the standard.
Ontario School Library
Association: Curriculum Supports
32
G.E.A.R.S.
Grand Erie Assisted
Research Strategies
How to Practice
Academic Honesty
Use G.E.A.R.S. for:





project management skills
help in developing HOT
research questions
finding and using great
resources
templates for key-word
webs, note-taking sheets,
thesis statement creation,
editing and revising work
how to’s - citing, creating a
list of works cited - in both
MLA and APA, writing an
essay or report etc.
G.E.A.R.S.
Grand Erie Assisted
Research Strategies
G.E.A.R.S. is available @ NPC
Library.
Sign one out today!
G.E.A.R.S. Strategies
Project Management Skills:
 Time management - the
journey
 Start with a calendar - set
work dates and times
 Choose a work location spread out and focus
 Create a research or work
folder- sort, date and
organize, clip like
information together
G.E.A.R.S.
Grand Erie Assisted
Research Strategies
G.E.A.R.S. Strategies
HOT Questions:
 great research questions
are Higher Order Thinking
questions because these
result in answers which are
rich in depth and scope
 using HOT questions in
research helps you engage
with information by
thinking about it critically
and using it to create
thoughtful, original work
which inspires academic
honesty
G.E.A.R.S.
Grand Erie Assisted
Research Strategies
G.E.A.R.S. Strategies
GEARS Note-taking sheets:
 take notes in point form,
in your own words
 use a new sheet for each
resource used
 write the bibliographic
information from each
source in the area
provided
 record the page number
for quoted and
paraphrased information
 record the specific URL
for web information
G.E.A.R.S.
Grand Erie Assisted
Research Strategies
G.E.A.R.S. Strategies
Cite your sources:

G.E.A.R.S.
Grand Erie Assisted
Research Strategies



when you quote,
paraphrase, summarize, use
graphics, pictures, photos
some teachers prefer
internal citations, some
footnotes - ask for format
bibliography or list of
works cited does not take
the place of citations
access MLA or APA
through GEARS and/or the
library’s web site
G.E.A.R.S. Strategies
G.E.A.R.S.
Grand Erie Assisted
Research Strategies
Observe Copyright Laws:
 as soon as an idea is
recorded it is copyright
protected
 applies to all original
creations
 as long as credit is given,
some materials used for
educational purposes may
be copied
 access GEARS to learn
more
Academic Honesty



Give credit where credit is due…
Acknowledge your sources of ideas and
information when you write a research
paper, create a poster, post a web site, or
do a presentation.
Use information in a legal and ethical way to
stay “In the Groove” - protect yourself and
others!
Structuring writing assignments to
reduce plagiarism 1
Rewrite tired assignments so that they emphasize critical
thinking rather than hunting and gathering
Change topic lists often
Evaluate both the research process and the product
Work with the teacher librarian to make sure there are
adequate resource materials for topics to encourage research
success and eliminate student frustration
Start research projects in class/school library, not at home
Ontario School Library
Association: Curriculum Supports
41
Structuring writing assignments to
reduce plagiarism 2
Meet with the student at several points in the project to
monitor progress.
Monitor a working bibliography as the assignment
progresses.
Require an annotated bibliography during the first part of
the research process and also at the end.
Keep samples of in-class student writing for comparison.
Require rough notes and drafts to be submitted with final
essay for marking.
Ontario School Library
Association: Curriculum Supports
42
Structuring writing assignments to
reduce plagiarism 3
Personalize assignments by incorporating an
interview, a visit, an opinion component, or an
authentic application.
Have students do a “metalearning reflection” for
major research assignments. In this exercise,
students reflect on their personal research
experience--what strategies they used, what
confused them, what skills they have acquired,
how they managed time, etc.
Ontario School Library
Association: Curriculum Supports
43
4th Gear
Stage 4 - Transferring Learning
Student Reflection
Now that you have arrived at your destination, it’s time for selfreflection and self - assessment. Take some time to reflect on the
journey you have taken for this project.
1. What do I know now about my topic that I didn’t know before I
began my research?
2. What aspects of the research process did I find the easiest or most
comfortable to do?
3. What aspects of the research process did I find the most challenging?
4. What am I able to accomplish now that I couldn’t before I began this
assignment?
5. What specific research skills do I still need to work on?
6. What did I learn by doing this assignment that I can apply to other
research assignments?
Academic Honesty Policies
Use the Academic Honesty Policy, created by some
boards as part of their Code of Student Behaviour.
Establish a school-wide policy of Academic
Integrity, including consequences for cheating, if a
Board policy does not exist.
Create a student presentation to use with classes.
Apply the policies consistently in your school.
Ontario School Library
Association: Curriculum Supports
45
North Park Collegiate
“In the Groove”
to promote and to practice
Academic Honesty
Model Academic Integrity
Two ways you can model Academic Integrity in
the classroom are by:
- comply with Canadian copyright regulations
when photocopying print materials
- show only videos for which public performance
rights have been purchased
- talk about Cancopy and public performance
licenses used in your school
Ontario School Library
Association: Curriculum Supports
47
References
Material for this presentation was adapted from the following
sources:
Vibiana Bowman, ed. The Plagiarism Plague: A Resource
Guide and CD-ROM Tutorial for Educators and Librarians,
2004.
Ann Lathrop and Kathleen Foss. Student Cheating and
Plagiarism in the Internet Era,2000.
Lisa Renard. “ Cut and Paste 101: Plagiarism and the Net”,
Educational Leadership, Dec. 1999/Jan. 2000.
Suzanne Preate. Internet Plagiarism. Syracuse University
Library.
Grand Erie District School Board. G.E.A.R.S., 2005.
Please refer to the handout “Academic Honesty: a Select Resource List for
Teachers”, which is an annotated listing of books, journal articles and
web sites which can be used as teaching resources.
Ontario School Library
Association: Curriculum Supports
48
Academic Honesty
at the
Elementary Level
49
Who needs to be involved in
promoting academic honesty?
Students
Teachers
Parents
50
Students should:
• be encouraged to do their own work on
projects and homework
• be taught and expected to follow citation
conventions
• understand the meaning of academic honesty
• be familiar with the school’s policy
51
Why Teach Academic Honesty
at the Elementary level?

Students form research habits in early years

Plagiarism on projects could carry over to
students thinking other forms of dishonesty
(cheating, lying etc.) are acceptable

Teachers can’t assess student learning
accurately if academic honesty is not practiced
52
Parents can help by:
• checking homework regularly
• helping with and encouraging, but not doing,
schoolwork for children
• being aware of the school’s academic
honesty policy
• communicating clear values re
cheating, plagiarism etc.
• modeling core ethical values
53
Teachers should:
• design authentic assignments that require
students to construct personal meaning
• design assignments that ask for analyzing,
synthesizing and evaluating
• teach note-making skills
• provide and teach use of visual organizers
54
1st Gear
Stage 1 - Preparing for Research
Defining Your Topic
KWL - Organizer #1
My topic: ___________________________
My thoughts and feelings about my topic:
Topic:
_____
What I already know What I need to find out Where I can look
__books
__pictures
__computer
__interview
How will I share what I learned:
__oral report
__picture __poster
__written report __story
__slide show
__other
3rd Gear
Stage 3 - Processing Information
Note Making
Jot Notes Using a ‘Dollar Figure’
Australian Spiders
Jot Note Page
You have $4.00 to spend. Your job is to take notes from the handout
on Australian Spiders, writing down enough information so that you
can write two paragraphs about spiders, but without writing down
ANYTHING you don’t need to. Each word you write down will cost
you ten cents.
How many words can you write down before you are out of money?
I can write down _____________ words.
• Provide students with a clear definition of
academic dishonesty
• make clear citation conventions geared to
student understanding
• conference with students throughout the
process
• value the process and the product
• model academic honesty
57
4th Gear
Stage 4 – Transferring Learning
Editing Your Work (Primary)
Once you have finished writing your project, you need to edit it. This checklist
will help you to be sure you have taken all the steps to have a great report!
Research
Mark when done
I have used at least two sources to get my information
I have written down my sources on my resources page
I have answered all the questions I wrote on my organizer
I have all the diagrams and pictures I need to illustrate my project
I have practised Academic Honesty
Editing
I have checked the spelling of unfamiliar words in a dictionary
I have read my project out loud to listen for mistakes
I have checked my punctuation
My writing is in complete sentences
My project is neat
My project has pizzazz!
At which grade do we begin to to
address academic honesty?
• Even students in K or grade 1 can grasp the
idea that credit should be given for work
someone else has created
• Children know that it is wrong to take what
doesn’t belong to them
• We can begin with a very simple form of
crediting a source (spoken), and build on that
format
59
Activity #1
Are these assignments
plagiarism proof?
61