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Thanks for everyone who has responded to my query on plagiarism and
the role of the LMS.  Judging from the number of responses I received together
with those that were posted on LM-NET, I must have hit a rich vein of
discussion.

The responses pointed to three chief methods of curbing plagiarism:

1)  Instruct teachers and students on ethics in information;
2)  Require students to hand in copies of printouts, etc. used in
        a research assignment;
3)  Change the nature of the research assignment to utilize a higher
        level of thinking skills.

Diane Durbin, Gerry Clare, and others point out that children see
examples of plagiarism in the form of copyright violations (e.g.
copying videotapes).  The concern is that students then see no
reason why they shouldn't cut-and-paste papers from electronic sources
or simply retype something they've found in a book.  Some suggestions
were to educate teachers and students on the ethics surrounding
appropriate use of information resources.  This seems to me a vital
role of the LMS, but many teachers and even more students are reluctant
to be educated in this area.  Using colored paper or rubber stamps to
mark library printouts is a temporary fix, but until teachers are willing
to be concerned about students who hand in encyclopedia articles as their
papers, nothing has really been accomplished.

That leads me to the second frequently proposed idea--turning in printouts
with the final research product.  Jon Weeks, Peter Butts, Marilyn Wagner,
and a few others suggest that by requiring students to hand in their
computer printouts or photocopies, plagiarism can be discouraged.  As I
wrote above, I believe this can be a temporary fix, but I also feel that
this encourages students' perceptions that they aren't to be trusted,
that they aren't "grown up" enough to do their own work.  Even when
students know their work is going to be check for plagiarism, some
students go on and plagiarize anyway.

By far the most popular suggestion is to change the nature of research
to reflect higher order thinking skills.  By moving from research
assignments which are simply about a topic to assignments which require
students to synthesize, analyze, and construct information, teachers
can help discourage the urge to plagiarize.

Some of the responses related to this suggestions are:

"Research for a real purpose, authentic assessment and acting like an
apprentice scientist, researcher or whatever all reward the student
who does not plagiarize."  Debbie Abilock, The Nueva School, Hillsborough, CA.

"...bringing kids into the library, asking them to do typical library
research, and then produce a paper with very little background on how to do
it is like saying, 'Take a look at these things that are well-written and then
rewrite them poorly.'  She (Nancy Polette)...suggests giving an assignment
that can't be copied - have the kids produce a different product, for
example."  Diane Durbin, Texas.

"My suggestion is to change the nature of the assignments.  If what is
asked for is not something that can be copied, copying will not be a
problem."  M Ellen Jay, Maryland.

"Research papers which are simply 'about' a topic lead to copying.  But
research papers which ask for conclusions, ask for answers to interesting
questions, ask for comparisons, ask for solutions to problems, ask for
points of view all lead to original writing...Don't blame kids for not
wanting to reinvent a boring wheel.  You want some creativity, you gotta
ask for it."  Doug Johnson, Mankato Public Schools, Mankato, MN.


Other responses pointed out that students are using the capabilities of
electronic sources (downloading/uploading files) to create a new kind
of plagiarism.  A couple of people commented on teachers perpetuating
bad research methods because the teachers don't know how to use the
library's resources.  I also got some responses from people concerning
honor codes and scholastic honor policies...

Thanks to everyone who responded.  I apologize for the delay in posting
this hit.  Work has been hectic recently...but I'm sure you all understand
that!  ;^)

Carol



-------------------------------------------
Carol L. Tilley
Library Media Specialist
Danville Community High School
100 Westview Drive
Danville, IN  46122
(317) 745-3912
email:  ctilley.dahs@incolsa.palni.edu


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