Credit Where Credit is Due: Considering Ethics, Ethos, and Process in Library Instruction on Attribution
DOI:
https://doi.org/10.26443/el.v28i1.208Abstract
Numerous reasons have been offered for the increase in plagiarism in the academy over the last decade, and most of the research has assigned primary blame to the influence of the Internet. Few writers have considered how changes in the location of research and citation instruction have had an impact on these statistics. The lack of such instruction in first year writing courses, spurred by changes in pedagogical theory on the teaching of composition, has been a powerful but subtle influence on how (or even if) research process is truly taught to undergraduates. Further, as librarians have adopted and deployed information literacy initiatives in their institutions, their responsibilities related to the ethical and effective use of sources have grown. Considering options for instructing students “how” and “why” they will want to use sources will help teaching librarians achieve their information literacy initiatives and prepare for the new and changing roles they will accept in their institution’s educational mission.
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