Helping Faculty & Students with THE Academic Commandment. Thou Shalt Not Steal. University of Florida Libraries Journal Club Thursday August 7, 2008. Why do people plagiarize?. Why plagiarize?. Grade/publishing/funding* pressure Cultural acceptance Ignorance of laws/ethical standards
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Helping Faculty & Students with THE Academic Commandment
Thou Shalt Not Steal
University of Florida Libraries Journal Club
Thursday August 7, 2008
Why do people plagiarize?
* Idea of funding pressure courtesy of Sara Russell Gonzalez 8/7/08
Image from http://archives.cnn.com/2002/SHOWBIZ/books/10/13/ambrose.death/index.html
resigned from Pulitzer Prize Board, which was asked to rescind her 1995 Pulitzer; book sales dropped 50% after 2002 accusation
Image from http://www.chime.org/infoctr/Annual_MualMtrg/2007.html
Image from http://walmartwatch.com/blog/archives/wal_mart_heiress_returns_college_diploma/
(Accusations included plagiarism, trying to sell archeological artifacts belonging to university and falsifying data)
All from Chronicle of Higher Ed. For others plagiarists, see Chronicle 51.17 (12/17/04)
All from NY Times
most (professional) cases are low profile cases involving “people who are marginal and insecure in their professional positions.”
From History-Journal Editors Grapple with the Perils of Plagiarism, Chronicle of Higher Education 1/18/08 54(19): A8 http://web.ebscohost.com/ehost/detail?vid=6&hid=9&sid=1a714b81-3967-40a1-885f-1c7cb9410830%40RCSM2&bdata=JnNpdGY0ZWhc3QtbGI2ZQ%3d%3d#db=tfh&AN=28551997 accessed 7/27/08
Odds of detecting:
From Badke, William. Training Plagiarism Detectives: The Law and Order Approach. Online 31 no 6 n/d 2007 p-50-52
Librarian Help for Faculty
Suggest faculty require students to:
Recognize, list, describe, identify retrieve, name ….
Can the student RECALL information?
Interpret, exemplify, summarize…..
Can the student EXPLAIN ideas or concepts?
Apply, use in a new way …
Can the student USE the new knowledge in another familiar situation?
Compare, organize, deconstruct …
Can the student DIFFERENTIATE between constituent parts?
Critique, judge, hypothesize ...
Can the student JUSTIFY a decision or course of action?
Design, construct, plan, produce ...
Can the student GENERATE new products, ideas or ways of viewing things ?
Adapted from: http://www.odu.edu/educ/roverbau/bloom/blooms_taxonomy.htm and http://eprentice.sdsu.edu/J03OJ/miles/Bloomtaxonomy(revised)1.htm
Image from http://www.archives.gov.on.ca/English/exhibits/archives/big/big_49_reading_room.htm
Worst in terms of being most distracting? http://library.apsu.edu/plagiarism/tutorialFlash/introduction.php based on http://tutorials.sjlibrary.org/tutorial/plagiarism/selector.htm