Student-created media: designing research, learning and skill-building experiences

plagiarism, citing and referencing mistakes, inadequate paraphrasing, unauthorized translation, self-plagiarism, contract cheating, file sharing, and faculty plagiarism. Eaton takes her analysis a step further than many other publications on academic integrity, however, by delving into the risk factors that lead to plagiaristic activity. She devotes an entire chapter to diversity, equity, and inclusion, where she addresses how plagiarism correlates with the racial inequities and systemic biases that exist in higher education. Eaton also provides practical advice for educators related to evaluation and assessment, reducing file sharing, creating academic-integrity policy, and addressing plagiarism. What fundamentally sets this book apart from others on the topic is Eaton’s philosophy that plagiarism should be approached with a teaching and learning mindset. Rather than merely detecting plagiarism, instilling fear in students, and punishing violators, stakeholders should focus instead on using engaging methods to educate students to become ethical learners. She uses a “multistakeholder systems approach” (p. 58) to illustrate how academic integrity is cultivated by the many stakeholders having roles in educational systems. She advises faculty to teach students that referencing and citing are part of a knowledge-building process rather than simply a procedural chore necessary to avoid plagiarism. Plagiarism in Higher Education: Tackling Tough Topics in Academic Integrity was written with a broad audience in mind. While its content is relevant for students, faculty members, teaching assistants, academic librarians, writing tutors, and other student-focused staff members, any stakeholder concerned with issues of academic integrity in higher education will find the work decidedly beneficial. It is therefore recommended for all academic and public libraries.