A student who plagiarizes is undermining his or her community's ethics, jeopardizing his or her authority, and erasing his or her identity. That student is missing an opportunity to become a better researcher and writer and is probably not learning whatever the assignment was designed to teach.
Many of us must first learn methods of online research ourselves. We know the principles of good research, but we may not be experienced in applying those principles to an online environment, and we can't assume that students are, either.
Plagiarism in the Internet Age
Teachers warn students not to copy—or else—and present them with citation guides and the trinity of techniques to write using others' research without plagiarizing: quoting, paraphrasing, and summarizing. The onus then falls on the students, who are expected to use these techniques well, assuming that they know how to do so
With well-practiced paraphrasing skills, students are ready to work on summarizing.
many have come to regard the Internet itself as a culprit in students' plagiarism. Some teachers go so far as to forbid students from researching online, in the mistaken assumption that if students are working from hard-copy sources only, the problem will disappear.
designing plagiarism-proof assignments that spell out how works should be cited and that include personal reflection and alternative final projects like creating a brochure;
This instruction should focus on the supposedly simple technique of summarizing sources, which is in truth not simple. Many students are far from competent at summarizing an argument— and students who cannot summarize are the students most likely to plagiarize.
Students don't need threats; students need pedagogy.
undermining his or her community's ethics, jeopardizing his or her authority, and erasing his or her identity
Educators should also communicate why writing is important.
students don't know how to find good sources online, they will enter a search term in Google and look only at the first few sources that come up. Consulting only general sources, and therefore going no deeper than a general understanding of the topic, students "can't think of any other way to say it,
begin with Wikipedia but then guide them in how to find more varied, deeper sources of information using library databases such as EBSCO, LexisNexis, or ProQuest to verify Wikipedia's claims.
none of the 18 papers contained any summary of the overall argument of a source.
none of them used fresh language
A writer who works only at the sentence level must always quote or paraphrase.
Teachers often forget how difficult summarizing another writer's argument is.
Such instruction might begin with techniques of paraphrase
She begins by explaining that inserting synonyms is not paraphrasing
How much unattributed copying from online sources, for example, derives from poor source selection?
students who cannot summarize are the students most likely to plagiarize.
assumption that if students are working from hard-copy sources only, the problem will disappear.
We believe that an approach far different from either warnings and punishment or attempts to curtail online research is warranted. Teachers who wish to prevent plagiarism should devote extensive instruction to the component tasks of writing from sources. This instruction should focus on the supposedly simple technique of summarizing sources, whic
ally plagiarizing since at least the 19th century. Doris Dant's 1986 survey of high school students, conducted well before the Internet became a cultural phenomenon, confirms this finding: Eighty percent of the high sc
The solution is teaching skills, not vilifying the Internet.
We believe that an approach far different from either warnings and punishment or attempts to curtail online research is warranted. Teachers who wish to prevent pla
March 2009 | Volume 66 | Number 6
Literacy 2.0
Pages 64-67
Plagiarism in the Internet Age
Rebecca Moore Howard and Laura J. Davies
Using sources with integrity is complex. The solution is teaching skills, not vilifying the Internet.
Many teachers see plagiarism as a simple, black-and-white issue. Teachers often bring up the topic at the beginning of a research paper unit, discuss it in one classroom period, and never say the word plagiarism
again unless students are caught copying, when this term is dragged out once more to accuse and punish the guilty. Teachers warn students not to copy—or else—and present them with citation guides and the trinity of techniques to write using others' research without plagiarizing: quoting, paraphrasing, and summarizing. The onus then falls on the students, who are expected to use these techniques well, assuming that they know how to do so.
In an age when students gravitate to online sources for research—and when tremendous amounts of both reputable and questionable information are available online—many have come to regard the Internet itself as a culprit in students' plagiarism. Some teachers go so far as to forbid students from researching online, in the mistaken assumption that if students are working from hard-copy sources only, the problem will disappear.
We believe that an approach far different from either warnings and punishment or attempts to curtail online research is warranted. Teachers who wish to prevent plagiarism should devote extensive instruction to the component tasks of
Many teachers see plagiarism as a simple, black-and-white issue. Teachers often bring up the topic at the beginning of a research paper unit, discuss it in one classroom period, and never say the word plagiarism
again unless students are caught copying, when this term is dragged out once more to accuse and punish the g
Discuss intellectual property and what it means to "own" a text.
ts gravitate to online sources for research—and
If we fail to teach these skills, our students will always be in peril of plagiarism,
I consider experimenting fearlessly with digital connections to be part of my job as a teacher.
Clay Burell is Korea's best kept secret, asking provocative questions about the changing nature of schooling. Jenny Luca is an Aussie dynamo, encouraging teachers to create meaningful service learning projects. Kevin Jarrett runs one of the most inventive elementary-level computer labs in New Jersey.
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Wouldn't young adults truly prepared for the 21st century have experience using computers to learn with—rather than simply about—the world
Don't today's 12-year-olds need to recognize that future coworkers are just as likely to live on the other side of the world as on the other side of town?
no one has taught them about the power of these connections
few are using those networks to pursue meaningful personal growth
Consider the potential: Students from different countries can explore global challenges together. Small cohorts of motivated kids can conduct studies of topics with deep personal meaning to them. Experts can "visit" classrooms thousands of miles away.
Connecting with colleagues online
no one has taught them about the power of these connections
each conversation includes opportunities for students to ask questions and feel a push against their preconceived notions.
I began using discussion tools like VoiceThread (http://voicethread.com) to create electronic forums for my students to interact with peers around classroom content—with extraordinary results
"I love it when someone disagrees with me online because it makes me think again."
Begin by signing up for a Twitter account
our students have no trouble connecting, but no one has taught them about the power of these connections. Although tweens and teens may be comfortable using digital tools to build networks, few are using those networks to pursue meaningful personal growth. Our challenge as teachers is to identify ways that students can use these tools for learning.
Model learning transparently.
The key to becoming an effective 21st century instructor is to become an efficient 21st century learner.
Wouldn't young adults truly prepared for the 21st century have experience using computers to learn with—rather than simply about—the world?
Once you've taken your digital plunge, share with students how the digital connections you engage in enhance your skills and deepen your knowledge. Model learning transparently.
but no one has taught them about the power of these connections
Our challenge as teachers is to identify ways that students can use these tools for learning.
This is why I experiment with every new tool that bursts onto the teenage radar
Through Twitter, you'll get short online messages from fellow practitioners that point you to resources or pose questions.
Then start by following some of the good education blogs written by teachers. Many of these are listed in the Support Blogging wiki (http://supportblogging.com) and on my list of resources (www.pageflakes.com/wferriter/16618841).
Really, creativity is a disciplined process that requires skill, knowledge, and control.
we're going to need every ounce of ingenuity, imagination, and creativity to confront these problems.
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"We need people who can be innovative, who can think differently."
At the moment, instead of promoting creativity, I think we're systematically educating it out of our kids.
America is now facing the biggest challenge it's ever faced—to maintain it's position in the world economies. All these things demand high levels of innovation, creativity, and ingenuity. At the moment, instead of promoting creativity, I think we're systematically educating it out of our kids.
And when you find things you're good at, you tend to get better at everything because your confidence is up and your attitude is different.
A policy for creativity in education needs to be about everybody, not just a few.
We know this because human culture is so diverse and rich—and our education system is becoming increasingly dreary and monotonous
It's no surprise to me that so many kids are pulling out of it.
This is one of the great skills we have to promote and teach—collaborating and benefiting from diversity rather than promoting homogeneity. We have a big problem at the moment—education is becoming so dominated by this culture of standardized testing, by a particular view of intelligence and a narrow curriculum and education system, that we're flattening and stifling some of the basic skills and processes that creative achievement depends on.
So there's no doubt in my mind that collaboration, diversity, the exchange of ideas, and building on other people's achievements are at the heart of the creative process. An education that focuses only on the individual in isolation is bound to frustrate some of those possibilities.
The regime of standardized testing has led us all to believe that if you can't count it, it doesn't count. Actually, in every creative approach some of the things we're looking for are hard, if not impossible, to quantify. But that doesn't mean they don't matter. When I hear people say, "Well, of course, you can't assess creativity," I think, "You can—just stop and think about it a bit."
Rigor involves all partners in teaching and learning.
encourage productive struggling.
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A rigorous lesson embraces the messiness of a good mathematics task and the deep learning that it has the potential to achieve.
preserving the challenge of the task!
rigorous formative assessment
When selecting tasks, teachers must be sure that mathematical ideas are explicit and the connections are clear
Professional development experiences
While there is much hand-wringing and sighing about the end of book culture, there are other educators who are realizing that there has never been a time when our students have been reading and writing as much as they are during each day.
Emily Davison on 23 Jun 10I tell my students to use their own words but perhaps I should model this directly with them.
Caitlin Ruthman on 23 Jun 10I sort of model this when I give exemplars for projects in which writing in their own words is part of a rubric. I'm not sure that is enough, however. I think maybe my writing doesn't sound enough like their writing in all cases
