Book contents
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
66 - Drawing the line
from Activities
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
Summary
This activity is ideal for provoking discussion related to the complex ethical issues related to using information. The example in 66.1 focuses on plagiarism.
One of the main problems of dealing with plagiarism is a lack of awareness of what it actually constitutes. This activity includes several examples of behaviour that may or may not be plagiarism, starting with an example that definitely is plagiarism and finishing with an example that definitely is not plagiarism. Your learners must draw the line between the remaining behaviours and decide where to draw the line between acceptable and unacceptable behaviour.
Break your learners into groups of around 4–6 people. Allow 15–20 minutes for discussion and then run a feedback session. The line should be drawn between numbers 4 and 5, but you may find your learners disagree!
In the list below, item 1 is plagiarism and item 6 is not. In your group, decide where you would draw the line in the list between what is and is not plagiarism.
1. Copying a paragraph verbatim from a source without any acknowledgement.
2. Copying a paragraph and making small changes, e.g. replacing a few verbs or adjectives with synonyms. Source is included in the list of references.
3 Cutting and pasting a paragraph by using sentences of the original work but omitting one or two and putting one or two in a different order; no quotation marks used. Including an acknowledgement in the text, e.g. (Jones, 1999) plus inclusion in the reference list.
4. Composing a paragraph by taking short phrases of 10 to 15 words from a number of sources and putting them together, adding words of your own to make a coherent whole. All sources are included in reference list.
5. Paraphrasing a paragraph with substantial changes in language and organization; the new version also has changes in the amount of detail used and the examples cited. Acknowledgement included in the text, e.g. (Jones, 1999), and in the reference list.
6. Quoting a paragraph by placing it in block format with the source cited in the text and in the list of references.
✓ BEST FOR
• Highlighting understanding (or lack thereof) of a specific topic. This task is especially effective for plagiarism and good academic practice.
• Provoking discussion.
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 178 - 179Publisher: FacetPrint publication year: 2011