This week I have had to investigate and speak with several students about academic dishonesty issues in their most recent assignment.
The majority of the problems are lack of appropriate citations, ‘patchwriting’ (or incomplete paraphrasing), including direct quotations without indicating that they are quotations, and similar infractions. As a teacher/librarian, I am frustrated because I thought I covered how to cite and how to use sources earlier in the semester. How is it that nearly a third of the class made these mistakes?
It’s easy to think that these students are willfully stealing others’ work and hoping that they won’t get caught. From my experience, however, many students don’t seem to understand fully that what they are doing is theft. So what’s going on here?
There are several contributing factors: for one, the assignment was due shortly after midterms, so many of the students confessed that they were sloppy with their sources out of a combination of haste and laziness. The issue here is time management and organization. Another factor is that this particular class has been a challenge to keep engaged in the classroom, and it is very likely that my lessons on using sources simply didn’t sink in or the students weren’t paying attention.
A third contributing factor is, perhaps, the influence that sharing on social media is having on our society. Not only is it easy to do an image search or find something written on almost anything on the Internet, it is now extremely easy to ‘share’ what we find with our various online networks. All you have to do is click one of the various ‘share’ buttons on nearly any website or on any post on the different social media platforms. We share and share and share and never once think about amending our ‘shared’ posts with a citation indicating the source of the image or article it is that we are sharing. (Well, I do. But even I don’t always present my ‘citation’ in strict MLA or APA style.)
One of the implications of this feature of our online lives is the blurring of our understanding of intellectual property.
Anything we see or hear we can share with others. We expect information of all kinds, from music to articles to pictures to videos, to be easily accessible and free (or cheap). Because most of it is accessed through a screen that we own (a smartphone, tablet, or computer), whenever we want it, it’s possible that we feel like the material we are consuming is already ‘ours’. It’s just there, floating in the ether, waiting for us to consume it. As a result, it’s easy to forget that someone else made that material, and, as such, that someone should benefit from our consumption of their work. At the very least, that person should receive credit for what they have created.
So that is an added challenge to teaching information literacy and academic integrity: teaching also the relevance and importance of intellectual property.
Another contributing factor to the problem of academic dishonesty is that students misunderstand the purpose of assignments and assessment.
Too often students are focused on getting the ‘right’ answers to get ‘good grades’ rather than mastering concepts.
When writing an essay, students get distracted by wanting to appear like they know the content of their essay topic, whereas I am more interested in their methodology and whether they have understood the strategies we discussed about crafting an argument. A student writing about suicide prevention will copy and paste from a Psychology Today article to make it look like she knows the subject; I want to know if she knows how to appropriately and effectively use sources and is capable of critical thinking. What the student thinks is important is often at cross purposes with the purpose of the assignment.
So the issues here are not just underdeveloped information literacy skills, but also:
- Underdeveloped time management and organization skills;
- A lack of understanding of the concept of intellectual property;
- A misunderstanding of the purpose of the assignments, and, perhaps, of (higher) education in general.
Realizing this will help me to better prepare for next semester as I know I will need to adjust and create lesson plans to address these issues. The responsibilities of a college writing instructor are much more than simply teaching how to write an essay; or rather, writing an essay involves much more than simply putting words on paper — but that’s another post entirely.