1. DETERRING STUDENT PLAGIARISM BY
STRENGTHENING TEACHER QUALIFICATIONS
Mariann Løkse & Torstein Låg email: mariann.lokse@uit.no
University Library of Tromsø torstein.lag@uit.no
Abstract
We describe an online course directed at all faculty at
the University of Tromsø. The course is a collaborative
effort between the University Library and the
Resource Centre for Teaching, Learning, and
Technology. It is inspired by Jude Carroll’s holistic
approach to deterring plagiarism.
Project purpose
At the University of Tromsø, Norway, we offer regular
introductory courses in information literacy for students.
This year we have decided to focus on the challenges of
plagiarism in particular. Course design – Pedagogical elements
In order to strengthen the teachers’ qualifications, the Each part contains texts and short videos, featuring Jude
University Library and the Resource Centre for Teaching, Carroll, that express the main ideas. Supplementing these
Learning, and Technology at the University of Tromsø are short exercises designed to stimulate further
have started collaborating on an online course about discussion and thoughts. These exercises are contextual, in
plagiarism directed at all teaching staff. the sense that they relate specifically to the course content
in a given part, thus hopefully deepening the participants’
Our aim is to help teachers and supervisors build an engagement with the issues.
understanding of how they can help students achieve
better learning and concurrently avoid plagiarism. There Each step also links to additional resources in the form of
are two reasons why we have chosen to target teacher sample student exercises, hand-outs etc. that teachers can
qualifications: use or adapt in their own teaching. This is intended to help
the teachers see which elements the students find difficult,
i) Inspired by Jude Carroll’s teachings, we realised the and why certain topics are particularly important for the
importance of working with this issue using a variety of students to be exposed to.
methods. To pave the way for a holistic approach to
deterring plagiarism, teachers are the most obvious Through these exercises and resources, we also hope to
starting point. ii) Teachers are also usually in a better highlight the advantages of integrating generic
position to influence and guide students than library competencies, like academic writing and information
staff are. literacy, with discipline specific courses, because it helps
the students see connections between their subject and
the academic values promoted by their teachers.
Course design – Topical organisation
Implementation
The course is designed as a step-by-step course in six
parts. During spring and early autumn 2013, the course will be
used as an integrated part of two teacher training courses
Thematically the course is organised in the following that are part of the University’s teacher development
topics, which we believe will answer some of the program. In addition we intend to let selected groups of
questions a teacher may have about plagiarism: teachers test and evaluate the course for us.
i) What is plagiarism? Defining plagiarism quite
broadly to emphasise the gap between At the present time (March/April 2013) we are preparing
unintentional plagiarism and deliberate cheating. talks with the University’s Department of academic affairs,
ii) Why students plagiarise. A brief review of possible in order to ensure central management endorsement.
causes, but highlighting lack of student confidence
and competence. We will spend time revising and improving the course
iii) Teaching the skills. The importance of teaching based on the evaluations from the preliminary testing and
students about academic values and why we cite the experiences of our first participants. The course will be
the way we do. Advice on how to do it. officially launched in August.
iv) Redesigning assignments. Perhaps the most
important element. Designing out opportunities for
plagiarism – forcing students to use what they CONCLUSION
know.
It is too early to conclude, but we hope the course will
v) Detection. Text-matching tools and other ways to
have a positive impact on both teaching and learning. Its
detect plagiarism.
success or failure will likely depend on how the course is
vi) Procedures. What to do when plagiarism happens?
received by the teaching staff it is aimed at.