Academic integrity – more than just plagiarism.

Date 13/09/2019

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Tumisu / Pixabay – Right or Wrong?

Academic integrity is often espoused and bandied about across educational institutions, especially in the first few weeks of every scholastic year.

La Trobe university describes it as shared values and behaviour that includes but is not exclusive to honesty, fairness and responsible practices. This concept of honesty in academia is a two way street. Educational institutions such as schools and universities are obliged to award credit and acknowledge honestly conducted work. Students are responsible for ensuring that their work meets the required standards mandated (LaTrobe, 2019). The onus of practices that promote academic honesty need to be equally addressed by students, staff, executive and organisations. It is not simply the role of a student to avoid plagiarism, but also the role of education to provide them with the skills and knowledge to do so. Additionally, society needs to realise that academic integrity does not start and finish with plagiarism. Plagiarism is just an aspect of authentic academia. Other practices include the creation of assessment tasks that limit the risk of dishonest practices and organisations to adequately address infringements in their policies with appropriate levels of censure that are age and stage appropriate. The role of teacher librarian is multifaceted when it comes to academic integrity. Due to their dynamic position, a TL is able to address academic honesty from a student and classroom teacher (CT) lens and from a department and school perspective.

Academic honesty starts with the classroom teacher. If teachers continuously utilise reputable sources in their teaching and learning, as well as consistently reference them correctly; then they are modeling good practice. Students (and teachers) need to be aware that academic honesty is not just for assessment tasks. Its for all tasks. Like all skills, good research behavioural practices such as using databases, encyclopaedias and journal articles are essential in formulating evidence based assertions. Using disreputable sources does not bode well for your postulations. W. Edwards Deming was quoted in Forbes (2016) that “without data you’re just a person with an opinion”. My experience as a scientist holds me in good authority in championing this point. In the fields of science and mathematics, opinions hold little value. It is the data from rigorously run experiments that define our thinking process. Poorly run experiments with inconclusive data have no value; as do opinions with no justification and evidence. Opinions are fine when limited to coffee preferences but not in academics.

The other aspect of academic integrity within the TL’s and or CT’s realms, is the explicit teaching of information literacy. Information literacy is defined by the ability to find, seek, use and create information and traditionally the domain of TL area of expertise (Kuhthau et al, 2012). IL needs to be taught and then subsequently assessed in order for students to reach proficiency (Jacobson et al. 2018; Qayyum & Smith, 2018, p257; McGrew et al. 2018). It is not passively acquired by the act of completing a research task – but rather, these skills need to be integrated into daily practice to boost competency (Kong, 2014). Part of these practices include the direct instruction of correct referencing techniques. As mentioned before, plagiarism is AN aspect of academic honesty, it is not the entirety.

Whilst it teaching information literacy and the finer points of referencing is essential, it is important to note that the assessment task itself can be a liability to honest practice. Introducing mandatory evidence of progress, drafts and log books are other useful methods in ensuring authenticity of work. Assessment tasks that are repeated at yearly intervals for indefinite periods of time are also very problematic. This is due to the fact that its simplistic to assume that students do not try to seek aid from older siblings and or cousins. Having a maximum time frame of 2 years allowed for a particular task reduces the likelihood of younger relatives plagiarising from older siblings. Another point to note is that nuances of language in assessment task construction can reduce the likelihood of plagiarism. Requesting students to analyse, justify and relate to their community requires higher order thinking skills and is harder to successfully pass off as own work due to the nature of the questions. TL can be of great assistance to teachers in the construction of assessment tasks. Ezard (2019) pointed out that co-creation and collective capacity is the fundamental basis of true collaborative practice (cited in Templeton, 2019). Collaboration between departments and the library can result in a positive sharing of expertise and knowledge resulting in tasks that elicit deep understanding and truly engage the student.

Departmental heads and school administrators have the last word on academic honesty in a school situation. The school policies are the framework in which the academic integrity of the staff and students is based upon. Therefore it is up to the executives to ensure the policies are current with contemporary practices which includes the rapid evolution of technology and the challenges that it brings. They are also responsible to clearly define what constitutes minor, moderate and major infringements and their appropriate consequences. Staff need to realise that a major infringement in middle school is not the same as a major infringement in senior school. A suggestion would be construct a hierarchy of violations that is clearly distributed to students and teachers. This transparency reduces the likelihood of students citing ignorance in their defence. An example of such a hierarchy from ANU, Canberra and Andrews University in Michigan are available for your perusal.

Much has been said so far about how teaching staff can do to promote academic honesty. But in all honesty, students need to also be aware of their role in this dual relationship. Students need to follow the referencing guidelines set by their institution. Whether it be APA, Harvard or MLA citation styles, students need to conform. They also need to refrain from reusing earlier work and badging it as new work. Many students feel that this cannot be plagiarism as its their own material. But what they are unaware of is that they can reference previous works. The most common ways in which students are academically dishonest is collusion and unequal group work. Collusion as Monash University (2019) points out is the “unauthorised collaboration on assessable work with other people”. Frequently unauthorised partners include parents, older siblings, tutors and friends. It is dishonest to present the collaborative efforts of multiple people off as individual work. Group work is a minefield where academic honesty is concerned. It is very common for one or two people in a group to carry the team. This unequal distribution of work is often due to a participant’s absenteeism and or disinterest. Unfortunately, there is no suggestion I can offer as I have been guilty of doing too much in past group assessments in order to pass/complete a task. In my opinion, (no facts), I believe that group tasks should not be used for summative assessments tasks due the inequitable nature of collaborative groups.

Academic honesty is not just for students to follow when submitting their assignments. Rather it is a mindset, a code of conduct, developed during schooling years and manifested in adulthood. As a code of conduct, infringements of this nature need to be treated similarly to infringements of other conduct related behaviour. Simply assigning punitive measures is not conducive to learning and reducing future occurrences. Instead, it is more productive to create a situation in which academic integrity is the norm and best practice for both students and teachers. Academic honesty is more than just plagiarism. Its is the authenticity of your work and the extension of self.

References

Ezard, T., (2019) Leading the Buzz in your school. ASLA 50th Conference. Canberra

Jacobsen, R., Halvorsen, A., Frasier, A., Schmitt, A., Crocco, M., and Segall, A. (2018). Thinking deeply, thinking emotionally; how high school students make sense of evidence. Theory & Research in Social Education. 46, 232-276. DOI 10.1080/00933104.2018.1425170

Jones, M. & Silberzahn, P. (2016) Without an opinion, you’re just another person with data. Forbes – Media and Entertainment. Retrieved from https://www.forbes.com/sites/awsmediaandentertainment/2019/09/12/how-to-thrive-in-todays-disrupted-media-markets/#7862807770ed

Kuhlthau, C., Maniotes, L. & Caspari, A. (2012). Guided inquiry design: A framework for inquiry in your school. Libraries Unlimited. USA.

Kong, S. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education. 78, pp.160-173, DOI: https://doi.org/10.1016/j.compedu.2014.05.009

Latrobe University (2019). Academic Integrity. Student Administration. Retrieved from https://www.latrobe.edu.au/students/admin/academic-integrity

Monash University (2019). Academic integrity, plagiarism and collusion. Student Administration. Retrieved from https://www.latrobe.edu.au/students/admin/academic-integrity

McGrew, S., Breakstone, J., Ortega, T., Smith, M., and Wineburg, S. (2018). Can students evaluate online sources? Learning from assessments of civic online reasoning. Theory & Research in Social Education. 46, 165-193, DOI 10.1080/00933104.2017.1416320

Qayyum, M., & Smith, David. (2018). Changing research behaviours of university students with progression through a course. Journal of the Australian Library and Information Association. 67: 3 pp256-277 DOI: 10.1080/24750158.2018.1502243

Templeton, T. (2019). Co-existing or co-operating. Trish’s trek into bookspace [blog]. Retrieved from https://thinkspace.csu.edu.au/trish/2019/04/18/co-existing-or-co-operating/

The good, the bad and the ugly of Roald Dahl

Date 06/09/2019

Posted by trisha.templeton

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Authors are magicians.

pendleburyannette / Pixabay – Magician or Author

They capture your imagination with words and imagery.

Similar to a siren singing her tune, an author draws the reader in with stories of heroes, villains, mysteries and magic. There are several writers that come to mind when one thinks about perspicacity at understanding a developing mind. Enid Blyton comes to my thoughts immediately, as it was her books of Faraway trees, Wishing Chairs, Mallory Towers and the adventurous children that beguiled and transformed me into a certifiable bookworm. Other authors with these same mystical powers include Emily Rodda, A A Milne, Dr Seuss, C. S Lewis, Beatrix Potter, E.B White, Lewis Carrol, Eric Carle, Rick Riordan, J K Rowling and of course, Roald Dahl.

Dahl’s popularity has enthralled generations of children with his fantastical tales. Even 30 years after the publication of perspicacious Matilda, the lure is still strong according to Kelly (2019) who recently published an article in the Sunday Times just short of the author’s birthdate. Dahl’s books have inspired generations of children to read. His stories of redemption and resilience appeal to both children and adults. I found it particularly interesting that the books often seem to be narrated by the child protagonist. By doing so, Dahl places the reader in the central position and thus immediately engages their interest. The books often place the child in the role of an underdog and their eventual vanquishment of the bigger and older (usually an adult) enemy gives great satisfaction. Darby (2016) believes that this narrative style is appealing to children as it makes them feel like “someone is in their court”.

Studiolarsen / Pixabay – Victory at last

Some people assert that Dahl’s books are macabre and filled with violence, racial slurs, misogyny and vindictive behaviour. Anderson (2016) argues that the books caused great disturbance among adult readers when they first started being published in the late 60’s. Stories where witches turn children into mice, people are fed worms and or eaten by giants, and let us not forget principals that swing cute girls by their hair like a discus and push children into nail studded cupboards.

In fact, “James and the Giant Peach has been lambasted for its racism, profanity and sexual innuendo” Anderson (2016) states.

punch_ra / Pixabay – Just Peachy

It appears Dahl was provoking everyone, as he offended numerous demographics in equal measure. But I am starting to believe that the provocation is what lured children to read and re-read his books. It was just that little bit naughty and disgusting. Just enough to make children feel superior and more wise than the character, but not too much as to disengage the reader. Arguably this is probably what explains Dahl’s longevity as an author. Nice clean stories such as Wilder’s Little House series has its staunch clientele but it does lacks the Dahl’s drawcard in that the majority of children do not identify with these characters. Kole (2018) suggests that it is when the reader can draw upon their own experience with the subject matter that engagement with the text occurs. This could be contended similar for L M Montgomery’s Anne or White’s Charlotte’s Web. All extremely well written and received books, but not as far reaching as Dahl. Whilst their stories do have points of personal travail, they simply are not dark enough.

KELLEPICS / Pixabay – Looking for the Bogeyman

This need for darkness is important for children’s literature

as Anderson (2016) and Kole (2018) further elucidate. One can only think of the popularity of the Grimm fairy tales, Rowling’s Harry Potter, Collins ’Hunger Games and Meyer’s Twilight to realise that the desire for grim has not changed in centuries. The adage about literature reflecting life is the underlying support for this need for fear and fright in children’s books. Stories of children overcoming great difficulty has the ability to build great resilience and empathy in the reader.

johnhain / Pixabay – Empathy on your mind?

We are all aware of how reading builds empathy. Readers identify with the characters in the story and thus the feelings from one are juxtaposition-ed on the other . But reading fictitious stories of giants, witches and wizards, whilst unrealistic, also gives children an important cathartic release according to Bettelheim (2010). Rochelle (1977) whilst dated, firmly believes that adults and children both require fantastical literature to interweave the complex strains of good and evil in humanity. Fantastical tales give children innate strength to overcome hurdles life throws at them, no matter how bizarre it is (Kole, 2018). Children are aware that these stories are unreal in the fantastical sense but the situation that the characters are facing are very real indeed (Rochelle, 1977). Wakefield (2014) agrees and points out that fairy tales are there to protect rather than terrify, as the protagonist is forced to seek inner strength to overcome the villain. The stories illustrate that these situations can be overcome, and in that, give hope and possibly a way out.

Fantastical tales are more than just entertainment. In their own way, they give children (and adults) the ability to fight demons in both the real world and in their dreams. After all, the lives of children are not always filled with rainbows and unicorns. Many children live in shadows. Reading stories such as Dahl’s encourage children (and adults) to go past their grim quagmire and find their inner strength.

So this Roald Dahl day on September 13, read a fantastical story… and at the same time, gain some humanity.

References.

Anderson, H. (2016) The dark side of Roald Dahl. BBC Culture. Retrieved from http://www.bbc.com/culture/story/20160912-the-dark-side-of-roald-dahl

Bettelheim, B (2010) The uses of enchantment; the meaning and importance of fairy tales. New York: Vintage Books. Vintage Edition.

Darby, S. (2016). 15 Must read children’s authors. BNKIDS blog. [blog]. Retrieved from barnesandnoble.com/blog/kids/15-must-read-childrens-authors/

Kelly, L. (2019). Roald Dahl clan to share £6m dividend from licensing rights. Sunday Times. Retrived from https://www.thetimes.co.uk/article/roald-dahl-clan-to-share-6m-dividend-from-licensing-rights-bdtdt6qfd

Grinstead, R. (2016) Happy Roald Dahl day. Medium.com [blog]. Retrieved from https://medium.com/@rhysgrinstead/its-roald-dahl-day-here-s-how-he-influenced-me-844a4e75bc19

Kole, K. (2018). The role of fairy tales in affective learning: Enhancing adult literacy and learning in FE and community settings. Australian Journal of Adult Learning, 58(3), 365-389. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/2250950746?accountid=10344

Rochelle, L. (1977). The search for meaning through fantasy. The English Journal. Vol. 66, No. 7, pp 54-55. Retrieved from https://www.jstor.org/stable/814365

Wakefield, M. (2014). Why scary fairy stories are the best. The Spectator.