Plagiarism 101: The Making of a Graphic Guide to Critical Literacy (abstract only)  

Oleh:

Hill, Deb J ; Hireme, Hemi ; Harrison, Gail

Jenis: Article from Proceeding
Dalam koleksi: The International Symposium on Social Sciences (TISSS) and Hong Kong International Conference on Education, Psychology and Society (HKICEPS) at Hongkong, December 2013, page 934.
Topik: Plagiarism; critical literacy; academic integrity; intellectual independence; learning styles; humour; visual aids
Fulltext: Hong Kong-Conference 150.pdf (213.1KB)

Isi artikel

Students entering the tertiary sector generally do not know what “research” entails. This phenomenon can be seen across-the-board among all students in New Zealand/Aotearoa. Additionally, because English is no longer a compulsory subject in the upper secondary school curriculum, the majority of bridging and undergraduate students do not know how to structure an academic essay. Their tendency is to “cut and paste” the words of other authors in an effort to show that they have “researched” their topic. Again, in our experience, despite end-of-line software to detect plagiarism (e.g., Turnitin), students lack a sophisticated understanding of why their “cut and paste” habits violate the spirit of what “tertiary level research” should entail. Given our recognition that this is a visual age—and that students tend to respond more positively when text is mixed with graphic art—our presentation highlights the design features of an indigenous, graphic resource we are producing that will act as an “introduction” to tertiary level reading, research and writing. Funded by Ako Aotearoa, New Zealand’s National Teaching and Learning body, it is a resource intended to “show” students (“illustrate”) that their own “cut-and-paste thinking” does not support their movement towards developing intellectual independence. In other words, this is not simply a “negative” work that combats plagiarism. It is designed to be a “positive” guide that encourages the practice of “critical literacy”. Critical literacy requires the active interrogation of various interpretations of the world as portrayed in text and discourse. As such, it is the corner-stone of academic enquiry. With input from a variety of teachers throughout the tertiary sector, this resource is designed to shape the layout and content of a future booklength, critical research guide.

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