beyond plagiarism: helping students use digital sources responsibly elizabeth kleinfeld metropolitan...
TRANSCRIPT
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Beyond Plagiarism: Helping Students Use Digital Sources Responsibly
Elizabeth KleinfeldMetropolitan State College of Denver
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Grouchy Rant, part 1
•Our conversations have focused on how we catch plagiarism rather than on how we prevent it
•Telling students about plagiarism isn’t teaching students about plagiarism
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Grouchy Rant, part 2
•Digital sources can be abused in many ways, and most students don't even know when they've done it.
•Even more alarming: their instructors usually don't know.
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Grouchy Rant, part 3
•We need to address issues of media and information literacy with our students rather than taking up pitchforks and torches and rallying against them!
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Not about catching
plagiarism but about preventingplagiarism.
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The Citation Project • Multi-institution research project
▫ 15 colleges from across the country Community colleges, 4-year colleges, universities Public and private Religious and secular
▫ Online courses and f2f
• Aims to describe how student writers use their sources▫ Methodology: Citation Analysis ▫ Emphasizes description over judgment
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Citation Project Preliminary Findings•Of 441 source citations
Source Use Percentage
Copying w/o quotation marks
6.6%
Copying w/quotation marks 38.3%
Patchwriting 29.7%
Paraphrase 17.7%
Summary 7.7%
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What this means
•44.9% of citations are direct quotation or copying
*no evidence of understanding or engagement with source
•When you add patchwriting, 74.6% of citations are not transformative
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Citation Project Preliminary Findings•Of 441 source citations
Length of source Percentage
One page 20%
Two pages 19%
Three pages 18%
57% of sources are 1-3 pages long
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Citation Project Preliminary Findings•Of 441 source citations
Page of citation Percentage
Page 1 52%
Page 2 24%
76% of citations come from the first two pages of the source
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But wait, there’s more!
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Thanks to Rebecca Moore Howard
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Thanks to Rebecca Moore Howard
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Thanks to Rebecca Moore Howard
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What this means
•Students are copying from, quoting, paraphrasing, and summarizing sources that are themselves summaries.
•Students are using sources that look to them—and US—like peer-reviewed scholarly sources.
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Best Practices
•Accept that digital sources are here to stay.
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Restructure research writing assignments
•Research first, write second. ▫Have students work in groups to read and
discuss sources connected to their research. ▫Have students present sources to class for
discussion. ▫Position yourself as a researcher/learner
rather than an expert. •Reconsider whether students should be
required to cite peer-reviewed/scholarly sources.
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Focus on longer sources
•Require students to read beyond page 3. •Support students in making sense of long
sources. ▫Consider assigning a book to the class. Have
students write about the book in chunks. ▫Teach students how to summarize.
Could have students work in groups to summarize a book the whole class has read; each group presents their summary for critique.
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Analyze digital sources
•Go beyond author’s credentials. Help students understand that publishers matter.
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Craft better writing assignments•Create assignments that require students
to transform their sources. ▫Multigenre approaches▫Multimodal approaches
•Assign reflective writing.
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Questions? Ideas?
•Elizabeth Kleinfeld•[email protected]•http://delicious.com/lizkleinfeld/
plagiarism •http://delicious.com/lizkleinfeld/citation