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1 © Netskills Quality Internet Training, University of Newcastle
Start 'em young
– the importance of exploring and
deterri...
2 © Netskills Quality Internet Training, University of Newcastle
Topics
Background to the project
The workshop
Issues e...
3 © Netskills Quality Internet Training, University of Newcastle
The Project
 Netskills – deliver staff development and
c...
4 © Netskills Quality Internet Training, University of Newcastle
The Workshop
Based on Netskills' 'Detecting and Deterrin...
5 © Netskills Quality Internet Training, University of Newcastle
Issues Emerging
 Different perceptions and approaches
 ...
6 © Netskills Quality Internet Training, University of Newcastle
Recommendations
 More strategic approach needed
 Guidan...
6 © Netskills Quality Internet Training, University of Newcastle
Recommendations
 More strategic approach needed
 Guidan...
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Start 'em young - the importance of exploring and deterring plagiarism in schools. McKeever

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Presented at LILAC 2007

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Start 'em young - the importance of exploring and deterring plagiarism in schools. McKeever

  1. 1. 1 © Netskills Quality Internet Training, University of Newcastle Start 'em young – the importance of exploring and deterring plagiarism in schools Lucy Keating (née McKeever) © Netskills, Quality Internet Training, University of Newcastle Partly funded by the lucy.keating@ncl.ac.uk http://www.netskills.ac.uk/
  2. 2. 2 © Netskills Quality Internet Training, University of Newcastle Topics Background to the project The workshop Issues emerging Recommendations
  3. 3. 3 © Netskills Quality Internet Training, University of Newcastle The Project  Netskills – deliver staff development and consultancy on Internet-related topics  Autumn 2006 – awarded funding by the Eduserv Foundation Information Literacy Programme  Four workshops about plagiarism  Two workshops about information skills for teachers  Supplemented by online survey  Why plagiarism as a topic?  High profile issue in schools  Concern and action from exam boards  Themes emerging from Netskills' plagiarism workshop
  4. 4. 4 © Netskills Quality Internet Training, University of Newcastle The Workshop Based on Netskills' 'Detecting and Deterring Plagiarism' workshop  Research, consultation and survey of teaching staff to identify key issues  Workshop adapted for secondary school context  Content covered: definitions; positive and negative impact of the web on plagiarism; deterring and dealing with it  Mix of talks, group discussion, scenarios and hands-on
  5. 5. 5 © Netskills Quality Internet Training, University of Newcastle Issues Emerging  Different perceptions and approaches  Pupils' ability levels a key factor  Sloppiness or cynicism?  Where to draw the 'acceptability' line?  e.g. concerns over 'scaffolding' and writing frames  How does the problem manifest itself?  Pupils copying from each other  Using external sources (e.g. web sites) without appropriate acknowledgement  Excessive parental 'help' – the most sensitive issue to handle!  Buying coursework online relatively rare
  6. 6. 6 © Netskills Quality Internet Training, University of Newcastle Recommendations  More strategic approach needed  Guidance and policies vary greatly within and between schools  More awareness of exam board guidance  Regional and national networks  Links with universities  Targeted teacher and pupil guidance  School library staff keen to be more involved  Online tutorials and resources need to be adapted for schools  Detection software  Interesting but more feasible for exam boards than schools  Concerns over some QCA and exam board recommendations  Move back to exams ignores the reasons for moving to coursework in the first place?
  7. 7. 6 © Netskills Quality Internet Training, University of Newcastle Recommendations  More strategic approach needed  Guidance and policies vary greatly within and between schools  More awareness of exam board guidance  Regional and national networks  Links with universities  Targeted teacher and pupil guidance  School library staff keen to be more involved  Online tutorials and resources need to be adapted for schools  Detection software  Interesting but more feasible for exam boards than schools  Concerns over some QCA and exam board recommendations  Move back to exams ignores the reasons for moving to coursework in the first place?

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