Integrating discipline-based anti-plagiarism instruction into the information literacy curriculum

This paper discusses the importance of developing a discipline-based approach to the issue of plagiarism in information literacy instruction sessions. Through an examination of how both higher education and academic librarianship view plagiarism, the growing need for anti-plagiarism instruction, and...

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Bibliographic Details
Published in:Reference services review 2004-12, Vol.32 (4), p.347-355
Main Author: Lampert, Lynn D.
Format: Article
Language:English
Subjects:
Academic libraries
Cooperation
Copyright
Ethics
Exact sciences and technology
Faculty
Information and communication sciences
Information literacy
Information science. Documentation
Information service management
Library and documentation centre management
Plagiarism
Sciences and techniques of general use
Students
University libraries
User service management
User training
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Summary:This paper discusses the importance of developing a discipline-based approach to the issue of plagiarism in information literacy instruction sessions. Through an examination of how both higher education and academic librarianship view plagiarism, the growing need for anti-plagiarism instruction, and the role librarians can take in anti-plagiarism instruction, this article will offer insight into effective ways for librarians to reach out to both faculty and students facing the difficulties inherent in higher education in the wake of the cut and paste age. Practical examples of discipline-specific, collaborative approaches and process-based assignments in journalism will be discussed to show how both librarians and discipline faculty can successfully make connections between student needs and collective information literacy instruction activities.
ISSN:0090-7324
2054-1716
DOI:10.1108/00907320410569699