Conceptualising Plagiarism: Using Lego to Construct Students' Understanding of Authorship and Citation

Autor/in	Buckley, Carina
Titel	Conceptualising Plagiarism: Using Lego to Construct Students' Understanding of Authorship and Citation
Quelle	In: Teaching in Higher Education, 20 (2015) 3, S.352-358 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2015.1016418
Schlagwörter	Plagiarism; College Students; Ethics; Student Behavior; Citations (References); Authors; Intellectual Property; Academic Discourse; Figurative Language; Writing (Composition); Cheating + Suchen Sie Ihr Suchwort? Plagiat; Collegestudent; Ethik; Student behaviour; Schülerverhalten; Citations; Zitat; Author; Autor; Autorin; Geistiges Eigentum; Discourse; Diskurs; Schreibübung; Prellen
Abstract	The transition from further to higher education is marked by a series of challenges for the new student, not least the requirement to learn the discourse of academic practice, and referencing as a part of that. By perceiving what it means to reference, students should also come to understand what it means to write, including the problematic areas of authorship and ownership of ideas. Academic writing and paraphrasing are demanding concepts that require the student writer to enter into the academic discourse and relinquish their hold on the worlds of a text and embrace instead the argument behind them, in a form of "language-game". Taking an interpretative, dialogic approach to referencing, the inherent playfulness of learning is emphasised through the use of Lego, used as a metaphor for the students' construction of meaning and to exemplify the discipline of citation and attribution. This paper outlines a method that metaphorically and literally enables students to construct and make visible the underlying theoretical philosophy of referencing and plagiarism by using Lego as a mode of authorship, in the context of the nature of academic discourse and what it means to write. In addition, the personal, engaging nature of the activity meant that it would be a more memorable activity too. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01