[ 2 ]Confidential Context It’s not all about detection (it never has been!) Over 10 years of Turnitin use in the UK UK rollout model has been replicated by other countries Use is (generally) well-embedded in policy and practice?
[ 3 ]Confidential After 10 years… Impact is difficult to assess. Arguably more instances of plagiarism identified as more robust measures exist for checking. Deterrent effect of using Turnitin. –“Over half of the staff surveyed who use turnitin thought it had directly contributed to reduced plagiarism, improved referencing and better writing. One lecturer asks all new undergraduate students to bring in a marked A level essay from their recent school days and runs them through turnitin – students are said to be shocked at the amount of non-original material in their work.” (Graham-Matheson & Starr, 2013)
[ 4 ]Confidential Matched content in Turnitin reports
[ 5 ]Confidential What do students worldwide* think of Turnitin? “Are you in favour of tutors and teachers using electronic detection software, such as Turnitin to help check that students have correctly referenced other people's work in their own?” –UK FE community: 79% (2013) –Australia & New Zealand: 89% (2011) –Brazil: 85% (2013) –South Korea: 70% (2013) (Plagiarism detection)/text matching software… –helps address the issue by discouraging the submission of work which is copied from the internet without acknowledgment –helps address the issue by encouraging students to spend more time correctly referencing other people's work because it is explicitly being checked –helps address the issue by encouraging tutors and teachers to spend more time talking with students about referencing sources correctly. –makes little difference to current practice
[ 6 ]Confidential Students’ views and expectations Awareness of plagiarism/academic misconduct. –Information literacy and general information handling skills. –Academic writing skills. Reliance on social networking sites and Wikipedia for research. Students are generally in favour of use of Turnitin. –“Students must have a formative experience of Turnitin before it is used summatively” (Graham-Matheson & Starr, 2013) Expectation for online feedback.
[ 7 ]Confidential How do we get the academic integrity message across to students…
[ 8 ]Confidential The role of honor codes? (Jisc infoNet, 2007)
[ 9 ]Confidential What can formative use of Turnitin demonstrate? Why citation is necessary Over-reliance on sources –Patchwriting Paraphrasing Poor quality sources
[ 11 ]Confidential Information literacy “Having access to Originality Reports has not only impressed upon the students that they need to cite any electronic sources used, but it has also highlighted the types of resources being accessed. The reports also generated discussion around judging both the quality and relevance of the content” (Crossland, 2011 )
[ 12 ]Confidential Formative use “The originality reports were seen to be very useful in discussions with students, particularly those having problems understanding plagiarism and academic writing requirements.” (Graham-Matheson & Starr, 2013) “Turnitin is shown to be assisting students in achieving the course objectives of improving use of academic writing conventions, gaining more competence in academic literacy” (Davis, 2007)
[ 13 ]Confidential Why do we need a policy? Provide clarity and transparency in case processing Present a consistent and structured approach to students. –“The lack of consistency means that we are vulnerable when pursuing a case of plagiarism and of course it is not fair to the students if they have differing experiences.” (O’Neill, 2009) Avoid ad hoc and unsupported use of Turnitin (or other)
[ 14 ]Confidential Policy and practice “It is helpful to have agreed guidelines on identifying unacceptable academic practice and to establish a policy for using a tool, such as Turnitin, that specifies why and how it is to be used” (Higher Education Academy, 2011) Institutions surveyed in % of respondents (n=60) said their institutional regulations provide specific guidance on use of Turnitin Martin King (Royal Holloway, University of London) in survey of users in November 2010 (n=57) found 60% of those responding had policy in place to guide use of Turnitin (King, 2010) Anecdotal evidence suggests Turnitin is more embedded in policy and procedure
[ 15 ]Confidential Questions to ponder Do you give your students access to Turnitin? –Reasons for giving access –Reasons for not giving access Do you show students the Turnitin Originality Report? –In class or as part of a tutorial How does your use of Turnitin align with your institutional plagiarism/academic integrity policy?
[ 16 ]Confidential Save the date…
[ 17 ]Confidential Thank you! Gill Rowell
[ 18 ]Confidential References Crossland, S. (2011) Incorporating Turnitin within taught library and information skills tutorials: the experience of Doncaster College Learning Resource Centres Available at: students/item/crossland (Accessed: 18 November 2013).http://www.plagiarismadvice.org/resources/engaging- students/item/crossland Davis, M. (2007) “The Role of Turnitin within the formative process of academic writing”, Brookes eJournal of Learning and Teaching, Vol 2 (2), October 2007 [Online]. Available at: (Accessed: 19 November 2013) Graham-Matheson, L. & Starr, S. (2013) “Is it cheating or learning the craft of writing? Using Turnitin to help students avoid plagiarism”, Research in learning technology [Online]. Available at: (Accessed: 18 November 2013). The Higher Education Academy (2011), Policy works [Online] Available at: (Accessed: 20 November 2013). Jisc infoNet (2007) Poster, Student learning center, University of Georgia. Flickr [Online] Available at: (Accessed: 20 November 2013). O’Neilll, J. (2009) to Gill Rowell, 11 May. Rozkosz, E.(2011) Information literacy. Flickr [Online] Available at: (Accessed: 19 November 2013).