1. PREVENTING PLAGIARISM A Staff Development Workshop Karen Marsh Glenforest Resource Centre Based on information gathered from PSSTL, Michelle Kim & Andrea Weir

2. You never get a second chance to make a first impression. John W. Weikert

3. Plagiarism in the technological era is … The act of presenting another person's words or ideas as your own by failing to give him/her credit The act of presenting another person's words or ideas as your own by failing to give him/her credit A very serious offence that cannot be ignored A very serious offence that cannot be ignored On the rise, according to numerous sources On the rise, according to numerous sources A PRIMARY concern of many Glenforest staff members A PRIMARY concern of many Glenforest staff members ("Academic Integrity at the University of Guelph", July 20, 2007)

4. TWO TYPES OF PLAGIARISM Intentional Copying a friend's work Copying a friend's work Buying or borrowing papers Buying or borrowing papers Cutting and pasting blocks of text Cutting and pasting blocks of text Media "borrowing" without documentation Media "borrowing" without documentationUnintentional Careless paraphrasing Careless paraphrasing Poor documentation Poor documentation Quoting excessively Quoting excessively Failure to use your own voice Failure to use your own voice

5. Plagiarism Facts Professor Donald McCabe, leading expert in academic integrity, in a May 2001 study of over 4500 Canadian high school students, found the following: 72% of students reported one or more instances of serious cheating on written work 72% of students reported one or more instances of serious cheating on written work 15% had submitted a paper obtained in large part from a term paper mill or website 15% had submitted a paper obtained in large part from a term paper mill or website 52% had copied a few sentences from a website w/o citing the source 52% had copied a few sentences from a website w/o citing the source 90% of the students using the Internet to plagiarize had also plagiarized from written sources 90% of the students using the Internet to plagiarize had also plagiarized from written sources ("Plagiarism Statistics", July 20, 2007)

6. CONCLUSION Plagiarism is doubtless common and getting more so (particularly with increased access to digital sources, including the Internet), that there are multiple reasons why students plagiarize and that students often rationalise their cheating behaviour and downplay the importance of plagiarizm by themselves and their peers

7. SOLUTION ? There is a growing need for educational institutions to develop cohesive frameworks for dealing with student plagiarism that are based on prevention supported by robust detection and penalty systems that are transparent and applied consistently.

8. ACADEMIC HONESTY (Glenforest Agenda, 2008/2009, p. 29) Consequences for plagiarism or cheating may include: the teacher not accepting the assignment or test; office detentions; suspension; loss of credit or loss of IB Diploma.

9. STRATEGIES FOR TEACHERS TO PREVENT PLAGIARISM Explain to your students what plagiarism is at the beginning of your course Explain to your students what plagiarism is at the beginning of your course Include the excerpt from our agenda in your course outline Include the excerpt from our agenda in your course outline Let the students know why you feel plagiarism is such a serious offence Let the students know why you feel plagiarism is such a serious offence Make your consequences very clear Make your consequences very clear Book your classes into the library for the Plagiarism Tutorial (one full period & we're grade specific!) Book your classes into the library for the Plagiarism Tutorial (one full period & we're grade specific!) Require students to hand in rough drafts and outlines & include marks for this process Require students to hand in rough drafts and outlines & include marks for this process

10. STRATEGIES, cont'd. Teach paraphrasing and electronic notemaking to avoid "cut and paste" (see link on our website under Library, Research Tools) or ask your TLs to do this for you Teach paraphrasing and electronic notemaking to avoid "cut and paste" (see link on our website under Library, Research Tools) or ask your TLs to do this for you During research periods in the computer labs, use NetSupport to monitor their online research (see Karen for training) During research periods in the computer labs, use NetSupport to monitor their online research (see Karen for training) Prohibit certain sites (Wikipedia, for example – see Library Page on our website) Prohibit certain sites (Wikipedia, for example – see Library Page on our website) Use technology such www.turnitin.com Use technology such www.turnitin.comwww.turnitin.com Meet with students to discuss their assignment and monitor their progress Meet with students to discuss their assignment and monitor their progress

11. STRATEGIES, cont'd. Communicate with your colleagues – who are the culprits? Communicate with your colleagues – who are the culprits? Design assignments that ask for specific criteria and incorporate authentic learning (Design Down planning) Design assignments that ask for specific criteria and incorporate authentic learning (Design Down planning) Include the Citation Rubrics in your assignments and assign marks for formatting (see handouts) Include the Citation Rubrics in your assignments and assign marks for formatting (see handouts) Model behaviour (copyright) Model behaviour (copyright)

13. ELECTRONIC NOTEMAKING How do I make electronic notes? (summarizing an author's point in your own words) (refer students to www.glenforestlibrary.com www.glenforestlibrary.com

17. Wikipedia (see Library Page, www.glenforestlibrary.com) Your TLs answer your students' questions by stating the folloiwng: Should you use Wikipedia? You are going to anyway, regardless of what we say. Use the site during your initial stages of research, when you read many sources to familiarize yourself with your topic. After that, go elsewhere. There's nothing wrong with returning to Wikipedia to confirm a fact that you find elsewhere, or for background info, but never cite Wikipedia. You are going to anyway, regardless of what we say. Use the site during your initial stages of research, when you read many sources to familiarize yourself with your topic. After that, go elsewhere. There's nothing wrong with returning to Wikipedia to confirm a fact that you find elsewhere, or for background info, but never cite Wikipedia.

18. Wikipedia, cont'd. Wikipedia can be a great tool for learning and researching information. However, as with all sources, not everything in Wikipedia is accurate, comprehensive, or unbiased. Many of the general rules of thumb for conducting research apply to Wikipedia, including: Wikipedia can be a great tool for learning and researching information. However, as with all sources, not everything in Wikipedia is accurate, comprehensive, or unbiased. Many of the general rules of thumb for conducting research apply to Wikipedia, including: Always be wary of any one single source (in any medium–web, print, television or radio), or of multiple works that derive from a single source. Always be wary of any one single source (in any medium–web, print, television or radio), or of multiple works that derive from a single source. Where articles have references to external sources (whether online or not) read the references and check whether they really do support what the article says. Where articles have references to external sources (whether online or not) read the references and check whether they really do support what the article says.www.wikipedia.com

19. Wikipedia, cont'd. In all academic institutions, Wikipedia, along with most encyclopedias, is unacceptable as a major source for a research paper. Other encyclopedias, such as Britannica, have notable authors working for them and may be cited as a secondary source in most cases. For example, Cornell University has a guide on how to cite encyclopedias. In all academic institutions, Wikipedia, along with most encyclopedias, is unacceptable as a major source for a research paper. Other encyclopedias, such as Britannica, have notable authors working for them and may be cited as a secondary source in most cases. For example, Cornell University has a guide on how to cite encyclopedias. Britannicaguide Britannicaguide However, because of Wikipedia's unique nature, there are also some rules for conducting research that are special to Wikipedia, and some general rules that do not apply to Wikipedia. However, because of Wikipedia's unique nature, there are also some rules for conducting research that are special to Wikipedia, and some general rules that do not apply to Wikipedia.unique natureunique nature

20. LEVELS OF AUTHENTICITY Authentic Learning is learning that is relevant to students and to the real world Authentic Assessment is assessment that provides students with opportunities to demonstrate what they know, can do, and are likely to retain in the future; authentic assessments provide multiple paths to demonstration and integrate teaching with learning (O'Connor, 8)

21. Authentic Assessment Integration of Knowledge Ongoing or Formative Transfer to Life "looks like what big people do" D. Cooper Self-reflection Clear tasks & Standards Positive Interactions Higher-Order Thinking Quality Products Multiple Assessments Meaningful tasks

22. Assessment for & of Learning Cooper – Nov. 3, 2008 When the classroom culture focuses on rewards, gold stars, grades or class ranking, then (students) look for ways to obtain the best marks rather than to improve their learning. One reported consequence is that, when they have any choice, (students) avoid difficult tasks. They also spend time and energy looking for clues to the "right answer". Black & William, 1998 DIFFICULT TASK = RESEARCH "RIGHT ANSWER" = PLAGIARISM

23. How do we achieve authenticity & prevent plagiarism? It's all in the design of the assignments!!

24. Examples of Plagiarism-Proof Assignments Instead of … "Write a report on the life of Pierre Trudeau and his impact on Canadian politics." Why not … "Write a letter to Pierre Trudeau regarding what you learned about how he impacted Canadian politics."

25. More examples Instead of … "Create a PowerPoint presentation on the accomplishments Mozart." Why not … "You are the organizer of a concert for Mozart. Design the ticket for the event, making sure that it is historically accurate."

26. The examples are endless … Instead of … "Do a presentation on Harriet Tubman and her contributions to the feminist movement in Canada." Why not … "Pretend you are Harriet Tubman and talk about her experiences, how you felt, and what you learned about her contributions to the feminist movement in Canada."

27. See the difference?

28. The Benefits of Constructing Plagiarism-Proof Assignments For Teachers Saves time Saves time No more boring assignments No more boring assignments Less stress for you Less stress for you Real research is happening Real research is happening For Students No rewriting No rewriting No zeroes No zeroes No phone calls home No phone calls home No meeting with the principal No meeting with the principal More authentic learning More authentic learning Real research is happening Real research is happening

29. MODELLING BEHAVIOUR Knowledge must come through action; you can have no test which is not fanciful, save by trial. Sophocles

30. COPYRIGHT LAWS Copyright Board of Canada (1) For the purposes of this Act, "copyright", in relation to a work, means the sole right to produce or reproduce the work or any substantial part thereof in any material form whatever, to perform the work or any substantial part thereof in public or, if the work is unpublished, to publish the work or any substantial part thereof, and includes the sole right: (a) To produce, reproduce, perform or publish any translation of the work (b) In the case of a dramatic work, to convert it into a novel or other non-dramatic work

31. COPYRIGHT LAWS, cont'd. (c) In the case of a novel or other non-dramatic work, or of an artistic work, to convert it into a dramatic work, by way of performance in public or otherwise (d) In the case of a literary, dramatic or musical work, to make any sound recording, cinematograph film or other contrivance by means of which the work may be mechanically reproduced or performed (e) In the case of any literary, dramatic, musical or artistic work, to reproduce, adapt and publicly present the work as a cinematographic work

32. COPYRIGHT LAWS, cont'd. (f) In the case of any literary, dramatic, musical or artistic work, to communicate the work to the public by telecommunication, (g) To present at a public exhibition, for a purpose other than sale or hire, an artistic work created after June 7, 1988, other than a map, chart or plan, (h) In the case of a computer program that can be reproduced in the ordinary course of its use, other than by a reproduction during its execution in conjunction with a machine, device or computer, to rent out the computer program, and (i) In the case of a musical work, to rent out a sound recording in which the work is embodied

33. "FAIR DEALING" in CANADA The fair dealing clauses of the Canadian Copyright Act allow users to make single copies of portions of works for "research and private study." Similar to the fair use doctrine of United States copyright law, Canada's fair dealing is not seen as an infringement at all. Canadian Copyright Actfair useCanadian Copyright Actfair use

34. The Six Principal Criteria for Evaluating Fair Dealing 1. The Purpose of the Dealing 2. The Character of the Dealing 3. The Amount of the Dealing 4. Alternatives to the Dealing 5. The Nature of the Work 6. Effect of the Dealing on the Work (http://www.cb-cda.gc.ca)

35. RIGHTS OF THE COPYRIGHT HOLDER 1. Reproduction 2. Adaptation 3. Distribution (first sale only) 4. Public Performance

36. SO … What is allowed? Teacher's should: Copy only one tenth of a work Copy only one tenth of a work Show TV or movies if they meet all four of the following criteria Show TV or movies if they meet all four of the following criteria 1. Face-to-face instructional teaching activity 2. Legally acquired 3. Presented by instructors or students 4. Shown in a classroom situation Post guidelines on every TV, VCR, LCD, copier, and computer in the building Post guidelines on every TV, VCR, LCD, copier, and computer in the building Document what you do to teach and disseminate information about copyright laws Document what you do to teach and disseminate information about copyright laws Teach copyright laws to students Teach copyright laws to students Prohibit the breach of any copyright laws (i.e., photocopying textbooks) Prohibit the breach of any copyright laws (i.e., photocopying textbooks)

37. Students must: Show sources for print work included in all assignments Show sources for print work included in all assignments Use www.turnitin.com to check for authentic use, if they think it's necessary Use www.turnitin.com to check for authentic use, if they think it's necessary Show source of pictures, graphs and all other creative work Show source of pictures, graphs and all other creative work Never wilfully infringe on copyright law Never wilfully infringe on copyright law

38. Key to success for everyone… Give credit Give credit Share Share Show sources Show sources Be ethical Be ethical A. Wharton, Peel

39. In times like these, it helps to recall that there have always been times like these. Paul Harvey

40. Questions?

41. List of Sources “Academic Integrity at the University of Guelph.” University of Guelph. 2004. Retrieved 20 July 2007. “Academic Integrity at the University of Guelph.” University of Guelph. 2004. Retrieved 20 July 2007. http://www.academicintegrity.uoguelph.ca/plagiarism.cfm O’Connor, Ken. Grade for Learning. Arlington Heights: Skylight Training and Publishing Inc., 1999. “Plagiarism Statistics.” Hamilton Southeastern High School. Retrieved 20 July 2007. “Plagiarism Statistics.” Hamilton Southeastern High School. Retrieved 20 July 2007. "How to Prevent Plagiarism" Suite 101.com Retrieved 15 Sept. 2007 http://collegeuniversity.suite101.com/article.cfm/how_to_prevent_plagiarism "Guidelines for Plagiarism Prevention" iParadigms,LLC Retrieved 15 Sept. 2007

42. Sources, cont'd. Cooper, Damian. Talk About Assessment: Strategies and Tools to Improve Teaching and Learning. Thomson Nelson, 2007 Black, Paul & William, Dylan. Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, Oct., 1998. Ford, Deborah B. Increasing the Effectiveness of Your School Library Program: Creative, Inviting, Budget-Friendly Ideas. Bureau of Education & Research, Washington, 2008. www.ber.org www.ber.org http://library.acadiau.ca/tutorials/plagiarism -- Janet Servant, Teacher-Librarian Halifax West High School 283 Thomas Raddall Drive Halifax, N.S. B3S 1R1 Phone: (902) 457-8900 Extension:5601242 Fax: (902) 457-8980 E-Mail: servanj@staff.ednet.ns.ca Copyright Board of Canada. Government of Canada. 2008. Retrieved Nov. 2008. http://www.cb-cda.gc.ca http://www.cb-cda.gc.cahttp://www.cb-cda.gc.ca Here are three excellent resources for your webpages from Acadia university. Copyright says you may use the link for educational purposes.Plagiarism Tutorial1 http://library.acadiau.ca/tutorials/plagiarism/Credible Sourceshttp://library.acadiau.ca/tutorials/webevaluation/Searching With Successhttp://library.acadiau.ca/tutorials/websearching/Anna Wharton

43. Sources, cont'd. ALA – American Library Association http://www.ala.org Classroom Copyright Chart http://www.mediafestival.org/downloads.html Clip Art http://www.ssdesign.com/librarypr/toolbox.html Copyright Guidelines (USA), listed by subject area http://jeffcoweb.jeffco.k12.co.us/isu/library/copyright.html Education Search Engines http://www.kn.pacbell.com/kne_search.html Glenforest Secondary School Glenforest Secondary School www.glenforeslibrary.com

44. Sources, cont'd. Library Media Connection http://linworth.com/ Motion Picture Licensing Corporation http://www.mplc.com Movie Licensing USA http://www.movlic.com/schools.html Simpson, Carol. Copyright Catechism: Practical Answers to Everday School Dilemmas. Linworth Publishing, 2005. Simpson, Carol. Copyright for Schools: A Practical Guide, 4 th Edition. Linworth Publishing, 2005.

45. Please remember to evaluate today's PD workshop on Combatting Plagiarism & submit the form to my mailbox no later than 3 p.m. today