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Using Turnitin with your students to promote academic integrity

Using Turnitin with your students to promote academic integrity. Gill Rowell, Academic Advisor, Turnitin/PlagiarismAdvice.org. 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

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Using Turnitin with your students to promote academic integrity

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  1. Using Turnitin with your students to promote academic integrity Gill Rowell, Academic Advisor, Turnitin/PlagiarismAdvice.org

  2. 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. 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. Matched content in Turnitin reports

  5. 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. 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. How do we get the academic integrity message across to students…

  8. The role of honor codes? (JiscinfoNet, 2007)

  9. What can formative use of Turnitin demonstrate? • Why citation is necessary • Over-reliance on sources • Patchwriting • Paraphrasing • Poor quality sources

  10. Strategies for communication (Rozkosz E, 2011)

  11. 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. 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. 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. 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 2011 50% 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 Turnitinis more embedded in policy and procedure

  15. 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. Save the date…

  17. Thank you! Gill Rowell growell@iparadigms.com

  18. References • Crossland, S. (2011) Incorporating Turnitin within taught library and information skills tutorials: the experience of Doncaster College Learning Resource Centres Available at: http://www.plagiarismadvice.org/resources/engaging-students/item/crossland (Accessed: 18 November 2013). • Davis, M. (2007) “The Role of Turnitin within the formative process of academic writing”, Brookes eJournal of Learning and Teaching, Vol2 (2), October 2007 [Online]. Available at: http://bejlt.brookes.ac.uk/paper/the_role_of_turnitin_within_the_formative_process_of_academic_writing-2/ (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: http://www.researchinlearningtechnology.net/index.php/rlt/article/view/17218/html (Accessed: 18 November 2013). • The Higher Education Academy (2011), Policy works [Online] Available at: http://www.heacademy.ac.uk/resources/detail/academicintegrity/policy_works (Accessed: 20 November 2013). • JiscinfoNet (2007) Poster, Student learning center, University of Georgia. Flickr [Online] Available at: http://www.flickr.com/photos/83864717@N00/446139901/ (Accessed: 20 November 2013). • O’Neilll, J. (2009) Email to Gill Rowell, 11 May. • Rozkosz, E.(2011) Information literacy. Flickr [Online] Available at: http://www.flickr.com/photos/erozkosz/6002995338/sizes/z/in/photostream/ (Accessed: 19 November 2013).

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