On Plagiarism ~ Then and Now - Meeting Challenges ~


Given that our students are living in this new and challenging reality, how can we approach and shape their use of resources for better student learning overall?
  • by modeling and promoting intellectual honesty
  • by honouring the work of others
  • by integrating our ideas with those of others by
    • making inferences
    • seeing connections
    • assimilating them
    • drawing conclusions
    • developing new ideas and questions from the collected resources  
The chart below demonstrates how we can promote intellectual honesty by comparing strategies from "then" and "now":



We enriched the activities we engaged our students in by providing them with pre-culled resources that support their exploration of a topic.  

When appropriate, our pre-culled resources can also include web resources.  

We provided students with opportunities to discuss and practise concepts as they familiarized themselves with new ideas and processes.

When appropriate, this discussion can extend beyond our classroom walls through telementoring and telecollaboration.

We kept student work "on track" by providing them with assignments closely associated with curricular goals.

More than ever, we need to keep our assignments as original as possible, to shape original student responses.  

We are more likely to provide class time for students to complete work, thus circumventing plagiarism.  

We can also keep students' processes on track by incorporating online tools that support student work, thus encouraging students' appropriate use of online resources (See "Don't miss" links, below.)

We provided students with resources deemed ethically sound--in particular, authorized learning resources.



We can direct students towards  "authentic, quality, useful" web resources.

Encouraging critical thinking, we can support students in their self-directed discovery of excellent web resources by providing them with practise searching and sifting through search results.

We minimized the potential for  plagiarism to occur in our classrooms by shaping the learning environment -- as above -- to promote student learning.

We minimize plagiarism in our classrooms by shaping the learning environment -- as above -- to promote student learning.  

We inform students that there is a process in place to deal with plagiarism.  

We model effective Internet use in front of students.