Plagiarism prevention through pedagogy: an instructional design approach

Q3 Social Sciences

Public Services Quarterly Pub Date : 2022-10-02 DOI:10.1080/15228959.2022.2065404

Amanda Dinscore

引用次数: 0

Abstract

Abstract This article examines the complexities of plagiarism and describes how librarians can assume a lead role in designing instruction that teaches students how to ethically engage with sources in their writing. By challenging traditional approaches that focus on detection and consequences, librarians can design instruction that treats plagiarism as a teaching and learning opportunity. The case study presented here describes how one librarian designed an interactive online tutorial by utilizing the USER instructional design model. Each step of the process is clearly described, offering both an example and a guide to librarians who want to engage in similar efforts.

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通过教育学预防抄袭:一种教学设计方法

本文探讨了抄袭的复杂性，并描述了图书馆员如何在设计教学中发挥主导作用，教导学生如何在写作中合乎道德地与来源接触。通过挑战注重发现和后果的传统方法，图书馆员可以设计将抄袭视为教学和学习机会的教学方法。本文的案例研究描述了一位图书管理员如何利用USER教学设计模型设计交互式在线教程。这个过程的每一步都有清晰的描述，为想要从事类似工作的图书馆员提供了一个例子和指南。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Public Services Quarterly Social Sciences-Library and Information Sciences

CiteScore

0.90

自引率

0.00%

发文量

期刊介绍： Public Services Quarterly covers a broad spectrum of public service issues in academic libraries, presenting practical strategies for implementing new initiatives and research-based insights into effective practices. The journal publishes research-based and theoretical articles as well as case studies that advance the understanding of public services, including reference and research assistance, information literacy instruction, access and delivery services, and other services to patrons. Articles may examine creative ways to use technology to assist students and faculty. Practice-based articles should be thoroughly grounded in the literature and should situate the work done in one library into the larger context of the situation.