exploring the librarian’s role in promoting academic integrity on campus candice benjes-small,...

Exploring the Librarian’s Role in Promoting Academic

Integrity on CampusCandice Benjes-Small, Eric Ackermann, & Kevin Tapp,

McConnell Library, Radford UniversityLOEX 2006 Conference

University of Maryland-College ParkMay 5, 2006

Academic Dishonesty Self-reported data Estimated percentage of undergraduates who cheated

at least once while in college: 35.4% to 82% (Mustaine & Tewksbury, 2005; McCabe, et al, 2001)

Cheating trends (McCabe, et al, 2001)

Test/exam: 39% (1963) to 64% (1993) Written work (incl. plagiarism): 65% (1963) to

66% (1993) Overall: 75% (1963) to 82% (1993)

ACRL Standards & Academic Integrity Standard 2

Outcome 5a: Selects among various technologies the most appropriate one for the task of extracting the needed information

Outcome 5c: Differentiates between the types of sources cited and understands the elements and correct syntax of a citation for a wide range of resources

Outcome 5d: Records all pertinent citation information for future reference

ACRL Standards and Academic Integrity Standard 3

Outcome 1c: Restates textual concepts in his/her own words and selects data accurately.

Outcome 1d: Identifies verbatim material that can be then appropriately quoted

Standard 4 Outcome c: Integrates the new and prior information,

including quotations and paraphrasing, in a manner that supports the purposes of the product or performance

Outcome d: manipulates digital text, images, and data, as needed, transferring them from their original locations and formats to a new context

ACRL Standards and Academic Integrity

Standard 5 Outcome 3a: Selects an appropriate

documentation style and uses it consistently to cite sources

Outcome 3b: Posts permission granted notices, as needed, for copyrighted material

ACRL Information Literacy Standards Created in a vacuum (by librarians only)

No input from other stakeholders, i.e., faculty & administrators

Fills a void Perceived need no one else was filling

Without answering “Whose responsibility is it (or should it be) on campus?”

Plagiarism Activities Plagiarism detection Tutorials Workshops for faculty and students

Integrated into BI What constitutes plagiarism?

Different faculty, different ideas

Citation Styles APA, MLA, Turabian, etc. Professors increasingly picky Students use sources that professionals might

not cite

Bibliographic Managers EndNote, RefWorks, NoodleBib Are they research tools? Productivity tools? Do they help or hinder students?

Questions to consider Can academic integrity be taught in a

vacuum? Are the ACRL Standards the correct

guidelines for librarians? How can we better work with other campus

units?

Contact us Candice Benjes-Small (cbsmall@radford.edu) Eric Ackermann (egackerma@radford.edu) Kevin Tapp (ktapp@radford.edu)