Exploring the Librarian’s Role in Promoting Academic Integrity on Campus Candice Benjes-Small, Eric Ackermann, & Kevin Tapp, McConnell Library, Radford University LOEX 2006 Conference University of Maryland-College Park May 5, 2006

Academic Dishonesty  Self-reported data  Estimated percentage of undergraduates who cheated at least once while in college: 35.4% to 82% (Mustaine & Tewksbury, 2005; McCabe, et al, 2001)  Cheating trends (McCabe, et al, 2001) Test/exam: 39% (1963) to 64% (1993) Written work (incl. plagiarism): 65% (1963) to 66% (1993) Overall: 75% (1963) to 82% (1993)

ACRL Standards & Academic Integrity  Standard 2 Outcome 5a: Selects among various technologies the most appropriate one for the task of extracting the needed information Outcome 5c: Differentiates between the types of sources cited and understands the elements and correct syntax of a citation for a wide range of resources Outcome 5d: Records all pertinent citation information for future reference

ACRL Standards and Academic Integrity  Standard 3 Outcome 1c: Restates textual concepts in his/her own words and selects data accurately. Outcome 1d: Identifies verbatim material that can be then appropriately quoted  Standard 4 Outcome c: Integrates the new and prior information, including quotations and paraphrasing, in a manner that supports the purposes of the product or performance Outcome d: manipulates digital text, images, and data, as needed, transferring them from their original locations and formats to a new context

ACRL Standards and Academic Integrity  Standard 5 Outcome 3a: Selects an appropriate documentation style and uses it consistently to cite sources Outcome 3b: Posts permission granted notices, as needed, for copyrighted material

ACRL Information Literacy Standards  Created in a vacuum (by librarians only) No input from other stakeholders, i.e., faculty & administrators  Fills a void Perceived need no one else was filling  Without answering “Whose responsibility is it (or should it be) on campus?”

Plagiarism Activities  Plagiarism detection  Tutorials  Workshops for faculty and students Integrated into BI  What constitutes plagiarism? Different faculty, different ideas

Citation Styles  APA, MLA, Turabian, etc.  Professors increasingly picky  Students use sources that professionals might not cite

Bibliographic Managers  EndNote, RefWorks, NoodleBib  Are they research tools? Productivity tools?  Do they help or hinder students?

Questions to consider  Can academic integrity be taught in a vacuum?  Are the ACRL Standards the correct guidelines for librarians?  How can we better work with other campus units?

Contact us  Candice Benjes-Small  Eric Ackermann  Kevin Tapp