Generating Knowledge and Avoiding Plagiarism: Smart Information Use by High School Students

Autor/inn/en	Williamson, Kirsty; McGregor, Joy
Titel	Generating Knowledge and Avoiding Plagiarism: Smart Information Use by High School Students
Quelle	In: School Library Media Research, 14 (2011), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-4320
Schlagwörter	Foreign Countries; High School Students; Information Seeking; Plagiarism; Information Utilization; Use Studies; Constructivism (Learning); Action Research; Librarians; School Libraries; Librarian Teacher Cooperation; Secondary School Teachers; Inquiry; Active Learning; Notetaking; Bibliographies; Learner Engagement; Focus Groups; School Policy; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Informationserschließung; Plagiat; Informationsnutzung; Benutzerschulung; Projektforschung; Librarian; Bibliothekar; Bibliothekarin; School library; Schulbibliothek; Aktives Lernen; Schulpolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	The article reports phase 2 of a two-year study, dubbed the Smart Information Use project, the focus of which was appropriate seeking and use of information by students at various stages of their high school education, along with the avoidance of plagiarism. In four Australian high schools, teacher librarians and classroom teachers developed and trialed strategies to teach students how to avoid plagiarism. Each school used action research and one of two pedagogical approaches, referred to as "instructional practice" and "inquiry learning." University researchers undertook evaluation using an interpretivist/constructivist framework. Students, teachers, and teacher librarians were interviewed, mostly in focus groups. The strategies used in both approaches are described, along with the findings of the evaluation. Both approaches were found to help students to avoid plagiarism. The discussion section includes student and teacher predictions about changes in future practice, the importance of student engagement with topics, and assessment issues. The conclusion discusses the lessons learned, focusing particularly on the need for a whole-school policy if plagiarism is to be counteracted. Good collaboration between teachers and teacher librarians is crucial. The two pedagogical approaches, taken together, provide a powerful repertoire of ideas that can be implemented over time in any secondary school anywhere. (Contains 2 tables.) (As Provided).
Anmerkungen	American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 800-545-2433; Web site: http://www.ala.org/aasl/slmr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10