An information literacy approach to designing out plagiarism

Alison Ahearn Debbi Boden

Imperial College London University of Worcester

Aims of the session

Philosophy Assessing out plagiarism Does it work? Conclusions Questions

Philosophy

Is Information Literacy just something librarians made up?

Digital immigrants, digital natives & millennials – real or just more jargon?

Digital citizenship – another government fad? Plagiarism – HE in a moral panic?

Information literacy

Digital immigrants & natives

Millennials

Digital citizenship

Digital Immigrant, Natives and Millenials

Born in the last 25 years Web 2.0 Multi task:

Face book iPod Writing course work texting MSN messenger

Copy and paste generation

They create their own content, change content

Information belongs to everyone School attitude Confused?

Digital citizenship

Issues about information not just in HE UK government E-strategy

Digital divide social inclusion / exclusion

Mature students People need information literacy skills to:

function in the digital world to foster lifelong learning

enormous growth in digital information Internet has made information more accessible? UK government E-strategy

social inclusion / exclusion social inclusion / exclusion the digital haves / have not's digital immigrants / digital natives

people need information literacy skills to: function in the digital world to foster lifelong learning

‘Around 30-40% (and on some estimates, even 50%) of the EU population still reap few or no benefits from ICT. The major reasons for this are lack of access to terminals and networks, limited accessibility of (easy-to-use) technologies, poor affordability, insufficient motivation, limited ICT skills and competences, and different generational attitudes to technologies.

Only 16% of persons over 55 have Internet access.

Only around 3% of public web sites fully comply with W3C eAccessibility standards (http://www.w3.org/WAI/intro/accessibility.php), thus hindering access to web content and services for people with disabilities (some 15% of the EU population).

In October 2005, Europe overtook the USA in terms of the number of broadband lines (reaching 60 million), with broadband subscriptions growing by 60%. However, on average only 13% of the EU population can access broadband services, still far behind the world's leader (25.5% in South Korea), even though the best performing EU countries ( Denmark , Netherlands , Finland ) already match this result.'

EUROPA. Information and communication technology for an inclusive society – Frequently asked questions. nline] Available from: http://europa.eu/rapid/pressReleasesAction.do?reference=MEMO/06/237&format=HTML&aged=1&language=EN&guiLanguage=fr [Accessed 19th January, 2008].

Young people expert searchers?

‘Our verdict: This is a dangerous myth. Digital literacies and information literacies do not gohand in hand.’

2'A ciber briefing paper: information behaviour of the researcher of the future'. UCL. [Online], 11 January 2008. Available from: http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf Accessed 19th January, 2008].

Learning Outcomes Levels 1 & 2

Understand the nature of a literature search and why one is needed Recognise that information is available in different formats

Know how to use the library catalogue to locate reading list material, both hard copy and digital

Be aware of the digital resources that are available, how they can be accessed both from the library and remotely

Feel confident in the use of digital resources at basic search levelUnderstand the assignment topic and be able to identify appropriate keywords

Create a basic search strategy Have an awareness of the ‘pitfalls’ of using the Internet

Know where to find ‘reliable’ information on the InternetRecognise the need to evaluate information criticallyHave an ability to paraphrase information

Demonstrate an understanding of what plagiarism is, and the different types that occur and how to avoid plagiarising

Understand how to cite and reference information sourceBe able to communicate their findings

Learning Outcomes Levels 1 & 2

Understand the nature of a literature search and why one is needed Recognise that information is available in different formats

Know how to use the library catalogue to locate reading list material, both hard copy and digital

Be aware of the digital resources that are available, how they can be accessed both from the library and remotely

Feel confident in the use of digital resources at basic search levelUnderstand the assignment topic and be able to identify appropriate keywords

Create a basic search strategy Have an awareness of the ‘pitfalls’ of using the Internet

Know where to find ‘reliable’ information on the InternetRecognise the need to evaluate information criticallyHave an ability to paraphrase information

Demonstrate an understanding of what plagiarism is, and the different types that occur and how to avoid plagiarising

Understand how to cite and reference information sourceBe able to communicate their findings

Managing information Managing information

Research on the Internet Research on the Internet

Critical evaluation Critical evaluation

Levels 1 & 2

Levels 1 & 2

InformationInformation

Digital ResourcesDigital Resources

The information literacy timeline

Illustrate an ability to build upon previous information literacy skills

Establish appropriate targets, and explore the information resources available

Demonstrate knowledge of the different types of information that are available both within in and outside the institution

Recognise that information may be open to bias e.g. Cultural, political etc

Have an ability to create a search strategy with a complex search string using parentheses, truncation etcMonitor and critically reflect on overall strategy

Be confident in the use of digital resources at an advanced search level

Critically analyse, reflect and comment on conflicting information content

Be able to synthesise and construct new hypotheses

Demonstrate an understanding of what plagiarism is, and the different types that occur and how to avoid plagiarising

Present and communicate findings in a clear and concise format with appropriate citation and references

Be confident in the use of bibliographic software

Illustrate an ability to build upon previous information literacy skills

Establish appropriate targets, and explore the information resources available

Demonstrate knowledge of the different types of information that are available both within in and outside the institution

Recognise that information may be open to bias e.g. Cultural, political etc

Have an ability to create a search strategy with a complex search string using parentheses, truncation etcMonitor and critically reflect on overall strategy

Be confident in the use of digital resources at an advanced search level

Critically analyse, reflect and comment on conflicting information content

Be able to synthesise and construct new hypotheses

Demonstrate an understanding of what plagiarism is, and the different types that occur and how to avoid plagiarising

Present and communicate findings in a clear and concise format with appropriate citation and references

Be confident in the use of bibliographic software

Managing information Managing information

Levels 2 & MA/MSc

Levels 2 & MA/MSc

InformationInformation

Research on the Internet Research on the Internet

Critical evaluation Critical evaluation

Digital ResourcesDigital Resources

Learning Outcomes for Level 3 & Masters/MSc

Demonstrate knowledge of the different types of information that are available both within in and outside the institution

Recognise that information may be open to bias e.g. Cultural, political etc

Have an ability to create a search strategy with a complex search string using parentheses, truncation etcMonitor and critically reflect on overall strategy

Be confident in the use of digital resources at an advanced search levelUnderstand what current awareness service is and the reasons for using current awareness servicesBe aware of the different types of current awareness services and how to set them upDemonstrate an understanding of the publishing processDemonstrate an understanding of Open Access and repositoriesHave a good understanding of plagiarism, IP and copyright from both their own and students perspective

Be confident in their ability construct new hypotheses

Present and communicate findings in a clear and concise format with appropriate citation and references

Be confident in the use of bibliographic software

Be confident in the use of technologies which will assist them in communicating with research colleagues globally

Demonstrate knowledge of the different types of information that are available both within in and outside the institution

Recognise that information may be open to bias e.g. Cultural, political etc

Have an ability to create a search strategy with a complex search string using parentheses, truncation etcMonitor and critically reflect on overall strategy

Be confident in the use of digital resources at an advanced search levelUnderstand what current awareness service is and the reasons for using current awareness servicesBe aware of the different types of current awareness services and how to set them upDemonstrate an understanding of the publishing processDemonstrate an understanding of Open Access and repositoriesHave a good understanding of plagiarism, IP and copyright from both their own and students perspective

Be confident in their ability construct new hypotheses

Present and communicate findings in a clear and concise format with appropriate citation and references

Be confident in the use of bibliographic software

Be confident in the use of technologies which will assist them in communicating with research colleagues globally

Managing information Managing information

ResearchersResearchers

InformationInformation

Research on the Internet Research on the Internet

Critical evaluation Critical evaluation

Digital ResourcesDigital Resources

Learning Outcomes for researchers

Civilising coursework

Civil engineering freshers need to Discover engineering > maths+physics Discover research Feel the need for teamwork Take responsibility for own learning Develop aspirational student ethos beyond marks

Coursework for Civil Engineers

Numerate but information illiterate Need to need their librarians Need to need their online library sources Need to feel the delight of discovery Need to have no one to blame/praise but selves Need to operate as team-contributors

The brief

“Further our understanding of engineering in its non-technical context, using your two keywords”

Keyword: Macro team “TRANSPORT” Keyword: Middle team “RailwaysRailways” Keyword: Individual (freely chosen) e.g. Africa

Tube trains, Welsh Highland Railway, Safety, Maintenance, 7/7 bombings, St Pancras refurb

The task Library-led sessions in normal classroom Computer lab practicals, quizzes Apply info lit learning to research task

Define own individual topic (critical decisionmaking) Write draft, get feedback, revamp, reflect Contribute own chapter to a team report Attend extracurricular lecture, give 2 presentations

(peer feedback) Learning summary, self-critique (own talks), critique

of professional’s presentation

The assessment Presumed A-grade

Justified and discussed Eliminates “how do I obtain good marks” Inculcates: how do I live up to the good mark? Eliminates competition: fosters collaboration Focus is on the task, not marks Reward is in-built: easy marks, tough task REMOVES ANXIETY IN FRESHERS

Do they deserve it?

14 subjects in first year. They WORK!

The effect Longitudinal team tasks, culture, ethos Attitude of collaboration is normal Attitude of research is normal Fantastic referencing? No! But easy to point

them back to online module/resources Fun? Yes!

Clicker (millionaire quiz…the race, the tension!) Films (David Attenborough eat your heart out) Structure, detail THIS IS HOW YOUR EXAMINERS WORK

“It is about being an engineer” student engineers are not student librarians

Purposeful IL learning in engineering context Purposeful IL learning on being a good engineer Flag up when this will be used later….

“Your final year project is worth nearly twice all of Your final year project is worth nearly twice all of your first year coursework combined. Serious your first year coursework combined. Serious research needs serious information literacy. Get research needs serious information literacy. Get the skills now, skill up, get serious.the skills now, skill up, get serious.”