The State of Plagiarism Today 5 summarizing, is a proven pedagogy. While some students adequately para- phrase basic information, instruction helps students with paraphrasing more complex subject-specific secondary sources (Walker 2008, 391). Revis- ing plagiarized passages provides practice with paraphrasing and under- standing different plagiarism scenarios with paraphrasing (Wilhoit 1994, 163). This is a crucial issue that needs further development. Librarians as Plagiarism Education Teachers Who should teach students proper citations, paraphrasing, and other conventions to avoid plagiarism? Unless librarians are teaching a defined course, they need to collaborate with classroom teachers. Librarians have professional expertise in the use of sources and can help the situation (Roberts 2007, 46 Gibson and Chester-Fangman 2011, 142) by teaching students about the ethical use of information. Information literacy instruc- tion provides a place to start. Lampert (2004, 351 2006, 8) suggests that librarians, as research experts, should provide subject-specific plagiarism education (paraphrasing, citations, and other conventions) and secondary- source integration as part of information literacy instruction. While librarians often help students with citations, creating collaborations with for plagiarism education instruction is variable (Gibson and ­faculty Chester-Fangman 2010, 140). Without a more permanently assigned role for librarians, who have the knowledge and experience in the ethical use of information for plagiarism instruction and student remediation, the deliv- ery of plagiarism education remains inconsistent. Librarians, teachers, and writing center professionals all have an impor- tant stake in plagiarism education, but in 2019, there is no standardized plagiarism education curriculum at any educational level. Since these research studies have been completed, the quantity of digi- tal information has increased dramatically, amplifying the problem. While many schools have honor codes and institutional policies against plagia- rism, it is unclear how much time, if any, is spent proactively teaching stu- dents the two key strategies that make the difference in avoiding plagiarism: citation conventions and the proper integration of sources into their writ- ing and research (Lampert 2004, 348). THE NEW PLAGIARISM: CHALLENGES WITH SOURCES The new abundance of digital information challenges traditional defini- tions of plagiarism (Evering and Moorman 2012, 36) and shifts it into a much more involved skill set. Avoiding plagiarism now requires learning
Previous Page Next Page