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from the issue of April 21, 2005
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Libraries take steps to curb plagiarism
BY SIGNE BOUDREAU ASSOCIATE PROFESSOR & TRACY BICKNELL-HOLMES, PROFESSOR
The University Libraries has listened with interest to the growing discussion about academic dishonesty on the UNL campus and the need to address this issue. It is a serious problem and a number of years ago the libraries developed a unit devoted to plagiarism, copyright, and proper citation of information in our one-credit course titled Introduction to Library Research (LI110).
A few years ago, another UNL college approached the libraries asking for help in resolving an apparent problem with students' knowledge about plagiarism. Faculty in the college noticed an increase in the number of students appealing failing grades for plagiarism to the level of the dean. The students claimed that failing the course was unjust punishment as they had not been taught that what they were doing was considered plagiarism.
Library faculty explored how other universities were teaching students about plagiarism. They then worked with the college to integrate instruction into courses for a semester to help the classroom faculty better understand the students' level of knowledge about plagiarism. Based on this work and the results of the LI110 proficiency exam offered in the summer, the LI110 unit on plagiarism, copyright and citation was significantly revamped, and new assignments were developed.
Within this revised unit, students learn about the difference between paraphrasing and quoting, and the importance of linking these pieces of the research paper to the bibliography. Emphasis is placed on paraphrasing, especially what good paraphrasing is and how paraphrasing might turn into plagiarizing. One exercise requires students to create a brief bibliography. Students must then choose between doing an electronic quiz that asks them to identify passages as either plagiarized or correctly cited, or reading an article on plagiarism (Auer and Krupar, Mouse Click Plagiarism: The role of Technology in Plagiarism and the Librarian's Role in Combating it, Library Trends; Winter2001, Vol. 49 Issue 3, p415) and responding in essay form to a series of questions.
The results of the essay exercise have been striking. Overall, the students recognized that plagiarism is wrong but felt that most students plagiarize accidentally or due to ignorance. This is an interesting contrast to what students have told us in the past.
Prior to the development of this LI110 assignment, we often received comments from students that they already knew about plagiarism, had learned about it in high school, and felt that they already knew everything there was to know about citing resources. Many students who completed the essay exercise recommended that faculty in every class make a concerted effort to educate students about plagiarism and how to avoid it.
In addition, many students felt that the consequences for plagiarism should be more severe, publicized widely and consistently enforced across professors, classes and colleges. Essentially, they expressed that if students do not experience negative consequences for plagiarism, then students will continue to practice it even though they know it is wrong.
If you are interested in partnering with the libraries to discuss plagiarism in your college or classroom, please contact us at sboudreau3@unlnotes.unl.edu or tbicknel@unlnotes.unl.edu.
GO TO: ISSUE OF APRIL 21
NEWS HEADLINES FOR APRIL 21
Students help extend legacy of Melvin Jones
Learning communities to expand this fall
Sketches offer new look at UNL
UNL team wins $3M DoD grant
A Piece of University History
Libraries take steps to curb plagiarism
Students, clients team up to design software
UNL helps tsunami victims from half a world away
732057S34556X
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