Plagiarism, the Internet, and Student Learning: Improving Academic Integrity

235 Pages·2008·1.92 MB·English

by  Wendy Sutherland-Smith

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Written for Higher Education educators, managers and policy-makers, Plagiarism, the
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Internet and Student Learning combines theoretical understandings with a practical
9 model of plagiarism, and aims to explain why and how plagiarism developed. It offers
20111 a new way to conceptualize plagiarism and provides a framework for professionals
1222 dealing with plagiarism in higher education.
2 Sutherland-Smith presents a model of plagiarism, called the plagiarism continuum,
which usefully informs discussion and direction of plagiarism management in most
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educational settings. The model was developed from a cross-disciplinary examination
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of plagiarism with a particular focus on understanding how educators and students
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perceive, and respond to, issues of plagiarism. The evolution of plagiarism, from its
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birth in Law to a global issue, poses challenges to international educators in diverse
7 cultural settings. The case studies included are the voices of educators and students
8 discussing the complexity of plagiarism in policy and practice, as well as the tensions
9 between institutional and individual responses. A review of international studies plus
30111 qualitative empirical research on plagiarism, conducted in Australia between 2004–2006,
explain why it has emerged as a major issue. The book examines current teaching
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approaches in light of issues surrounding plagiarism, particularly Internet plagiarism.
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The model affords insight into ways in which teaching and learning approaches can be
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enhanced to cope with the ever-changing face of plagiarism. This book challenges Higher
4 Education educators, managers and policy-makers to examine their own beliefs and
35 practices in managing the phenomenon of plagiarism in academic writing.
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7 Wendy Sutherland-Smithis a Senior Lecturer in the Faculty of Education at Monash
University, Australia. She has been actively involved in researching issues of plagiarism
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in academic writing for the past decade, including her doctoral research thesis. She has
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recently spearheaded a year-long funded research project to gauge the effectiveness of
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commercial anti-plagiarism software in universities. Wendy is an active member of the
1 international academic integrity community and her research interests span issues of
2222 cyberethics, social justice and ethics in education.

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Plagiarism, the Internet and
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Improving Academic Integrity
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Wendy Sutherland-Smith
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First published 2008
by Routledge
270 Madison Ave, New York, NY 10016
Simultaneously published in the UK
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
This edition published in the Taylor & Francis e-Library, 2008.
“To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.”
© 2008 Taylor and Francis
All rights reserved. No part of this book may be reprinted or reproduced
or utilized in any form or by any electronic, mechanical, or other means,
now known or hereafter invented, including photocopying and recording,
or in any information storage or retrieval system, without permission in
writing from the publishers.
Trademark Notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and
explanation without intent to infringe.
Library of Congress Cataloging in Publication Data
Sutherland-Smith, Wendy.
Plagiarism, the Internet, and student learning: improving academic
integrity/Wendy Sutherland-Smith.
p. cm.
Includes bibliographical references and index.
1. Plagiarism. 2. Internet research—Moral and ethical aspects.
I. Title.
PN167.S88 2008
808–dc22 200704404
ISBN 0-203-92837-7(cid:13)(cid:10) Master e-book ISBN
ISBN 10: 0–415–43292–8 (hbk)
ISBN 10: 0–415–43293–6 (pbk)
ISBN 10: 0–203–92837–7 (ebk)
ISBN 13: 978–0–415–43292–4 (hbk)
ISBN 13: 978–0–415–43293–1 (pbk)
ISBN 13: 978–0–203–92837–0 (ebk)
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11222 For Ilana Snyder—teacher, mentor and friend
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Contents
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Acknowledgments ix
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Prologue 1
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20111 1 The Plagiarism Continuum 8
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2 2 The Birth of Plagiarism 36
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4 3 The Six Elements of Plagiarism 56
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6 4 Plagiarism—A Global Issue 75
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8 5 Plagiarism and the Internet 100
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30111 6 Teachers’ Perceptions of Plagiarism 124
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7 Students’ Perceptions of Plagiarism 154
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8 Plagiarism—Ongoing Issues 181
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Epilogue 200
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8 Notes 204
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40111 References 211
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Acknowledgments
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8 It is ironic that this book, which challenges the notion of sole authorship,
9 should begin by bearing my name only. There are so many people who
20111 have contributed to this work over the past seven years with ideas, assist-
1222 ance, encouragement and support that the notion of sole authorship is an
2 absurdity. My thanks to the following:
3 I wish to acknowledge Mark Warschauer from the University of
4 California, Irvine, who suggested I write this book and supported my efforts
5 with practical advice. My thanks to Helen Pritt, formerly of Routledge,
6 London, for her excellent advice and guidance during the proposal stage
7 of this manuscript. I also wish to thank the extremely helpful editors at
8 Routledge, New York—Sarah Burrows and, most particularly, Meg Savin.
9 Without their insights and willingness to discuss and support my ideas,
30111 this book would not have progressed from proposal to publication.
1 I could not have begun this project, completed the data collection or
2 analyzed the information without the support of the staff and students at
3 South-Coast University. I am grateful to them all for sharing their
4 perspectives and insights into plagiarism. A number of colleagues from
35 Monash University have provided me with support during the completion
6 of this book. My thanks to Margaret Somerville, Lesley Farrell, Ann Ryan,
7 Scott Webster and Ilana Snyder for their ongoing enthusiasm and support.
8 I am indebted to Terry O’Keeffe for her insights “from the chalkface” and
9 to Heather Phillips for her invaluable assistance with manuscript
40111 preparation.
1 I also acknowledge the many people with whom I have discussed
2222 plagiarism over the years. Special thanks to Jude Carroll from Oxford