Library-Faculty Referencing and Plagiarism Pilot Using Technology-Mediated Feedback for Change

References

• Bretag, T., Mahmud, S., Wallace, M., Walker, R., McGowan, U., East, J., … James, C. (2014). ‘Teach us how to do it properly!’ An Australian academic integrity student survey. Studies in Higher Education, 39(7), 1150–1169.
   Web of Science ®Google Scholar
• Buckley, E., & Cowap, L. (2013). An evaluation of the use of Turnitin for electronic submission and marking and as a formative feedback tool from an educator’s perspective. British Journal of Educational Technology, 44(4), 562–570.
   Web of Science ®Google Scholar
• Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325.
   Web of Science ®Google Scholar
• Dalal, N. (2015). Responding to plagiarism using reflective means. International Journal for Educational Integrity, 11(1), 1–12.
   Google Scholar
• DeGeeter, M., Harris, K., Kehr, H., Ford, C., Lane, D. C., Nuzum, D. S., … Gibson, W. (2014). Pharmacy students’ ability to identify plagiarism after an educational intervention. American Journal of Pharmaceutical Education, 78(2), 1–33.
   PubMed Web of Science ®Google Scholar
• Department of Education and Training. (2018). Final Report - Improving retention, completion and success in higher education. Online – June. Australian Government. Retrieved from https://docs.education.gov.au/node/50816
   Google Scholar
• Divan, A., Bowman, M., & Seabourne, A. (2015). Reducing unintentional plagiarism amongst international students in the biological sciences: An embedded academic writing development programme. Journal of Further and Higher Education, 39(3), 358–378.
   Web of Science ®Google Scholar
• Ferguson, P. (2011). Student perceptions of quality feedback in teacher education. Assessment & Evaluation in Higher Education, 36(1), 51–62.
   Web of Science ®Google Scholar
• Gunnarsson, J., Kulesza, W. J., & Pettersson, A. (2014). Teaching international students how to avoid plagiarism: Librarians and faculty in collaboration. The Journal of Academic Librarianship, 40(3–4), 413–417.
   Web of Science ®Google Scholar
• Halgamuge, M. N. (2017). The use and analysis of anti‐plagiarism software: Turnitin tool for formative assessment and feedback. Computer Applications in Engineering Education, 25(6), 895–909.
   Web of Science ®Google Scholar
• Halupa, C. M., Breitenbach, E., & Anast, A. (2016). A self-plagiarism intervention for doctoral students: A qualitative pilot study. Journal of Academic Ethics, 14(3), 175–189.
   Web of Science ®Google Scholar
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
   Web of Science ®Google Scholar
• Henderson, M., Boud, D., Molloy, E., Dawson, P., Phillips, M., Ryan, T., & Mahoney, P. (2018). Framework for learning: Closing the assessment loop - Framework for effective feedback. Australian Government Department of Education and Training. Retrieved from http://newmediaresearch.educ.monash.edu.au/feedback/framework-of-effective-feedback/
   Google Scholar
• Henslee, A. M., Goldsmith, J., Stone, N. J., & Krueger, M. (2015). An online tutorial Vs. Pre-recorded lecture for reducing incidents of plagiarism. American Journal of Engineering Education, 6(1), 27–32.
   Google Scholar
• Kashian, N., Cruz, S. M., Jang, J.-W., & Silk, K. J. (2015). Evaluation of an instructional activity to reduce plagiarism in the communication classroom. Journal of Academic Ethics, 13(3), 239–258.
   Web of Science ®Google Scholar
• Liu, D. Y. T., Bartimote-Aufflick, K., Pardo, A., & Bridgeman, A. J. (2017). Data-driven personalization of student learning support in higher education. In A. Peña-Ayala (Ed.), Learning analytics: Fundaments, applications, and trends (pp. 143–169). Springer. doi:10.1007/978-3-319-52977-6_5
   Google Scholar
• Liu, G. Z., Lu, H. C., Lin, V., & Hsu, W. C. (2018). Cultivating undergraduates’ plagiarism avoidance knowledge and skills with an online tutorial system. Journal of Computer Assisted Learning, 34(2), 150–161.
   Web of Science ®Google Scholar
• Lizzio, A., & Wilson, K. (2008). Feedback on assessment: Students’ perceptions of quality and effectiveness. Assessment & Evaluation in Higher Education, 33(3), 263–275.
   Web of Science ®Google Scholar
• Lunsford, A. A., & Lunsford, K. J. (2008). “Mistakes are a fact of life”: A national comparative study. College Composition and Communication, 59(4), 781–806. Retrieved from http://www.jstor.org/stable/20457033
   Web of Science ®Google Scholar
• McGuinness, C. (2006). What faculty think – Exploring the barriers to information literacy development in undergraduate education. The Journal of Academic Librarianship, 32(6), 573–582.
   Web of Science ®Google Scholar
• McKee, H. (2017). An instructor learning analytics implementation model. Online Learning, 21(3), 87–102.
   Web of Science ®Google Scholar
• Michalak, R., Rysavy, M., Hunt, K., Smith, B., & Worden, J. (2018). Faculty perceptions of plagiarism: Insight for librarians’ information literacy programs. College and Research Libraries, 79(6), 747.
   Web of Science ®Google Scholar
• University of Sydney, & Office of Educational Integrity. (2018). Educational Integrity Annual Report. University of Sydney.
   Google Scholar
• Palsson, F., & McDade, C. L. (2014). Factors affecting the successful implementation of a common assignment for first-year composition information literacy. College & Undergraduate Libraries, 21(2), 193–209.
   Google Scholar
• Penders, B. (2018). Ten simple rules for responsible referencing. PLoS Computational Biology, 14(4), Article e1006036.
   Web of Science ®Google Scholar
• Powell, L., & Singh, N. (2016). An integrated academic literacy approach to improving students’ understanding of plagiarism in an accounting course. Accounting Education, 25(1), 14–34.
   Web of Science ®Google Scholar
• Raven, M. (2012). Bridging the gap: Understanding the differing research expectations of first-year students and professor. Evidence Based Library and Information Practice, 7(3), 4–31.
   Google Scholar
• Rolfe, V. (2011). Can Turnitin be used to provide instant formative feedback? British Journal of Educational Technology, 42(4), 701–710.
   Web of Science ®Google Scholar
• Ryan, T., Henderson, M., & Phillips, M. (2019). Feedback modes matter: Comparing student perceptions of digital and non‐digital feedback modes in higher education. British Journal of Educational Technology, 50(3), 1507–1523.
   Web of Science ®Google Scholar
• Sefcik, L., Striepe, M., & Yorke, J. (2020). Mapping the landscape of academic integrity education programs: What approaches are effective? Assessment & Evaluation in Higher Education, 45(1), 30–43.
   Web of Science ®Google Scholar
• Sopina, E., & McNeill, R. (2015). Investigating the relationship between quality, format and delivery of feedback for written assignments in higher education. Assessment & Evaluation in Higher Education, 40(5), 666–680.
   Web of Science ®Google Scholar
• Stagg, A., Kimmins, L., & Pavlovski, N. (2013). Academic style with substance: A collaborative screencasting project to support referencing skills. The Electronic Library, 31(4), 452–464.
   Web of Science ®Google Scholar
• Strittmatter, C., & Bratton, V. K. (2014). Plagiarism awareness among students: Assessing integration of ethics theory into library instruction. College and Research Libraries, 75(5), 736–752.
   Web of Science ®Google Scholar
• University of Sydney, & Academic Misconduct and Plagiarism Taskforce. (2015). An approach to minimising academic misconduct and plagiarism at the University of Sydney. University of Sydney.
   Google Scholar
• Vigentini, L., Kondo, E., Samnick, K., Liu, D. Y., King, D., & Bridgeman, A. J. (2017). Recipes for institutional adoption of a teacher-driven learning analytics tool: Case studies from three Australian universities. In H. Partridge, K. Davis & J. Thomas (Eds.), ASCILITE2017: 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education. University of Southern Queensland: Australasian Society for Computers in Learning in Tertiary Education (ASCILITE).
   Google Scholar
• White, F., Owens, C., & Nguyen, M. (2008). Using a constructive feedback approach to effectively reduce student plagiarism among first-year psychology students. Proceedings of the Visualisation for Concept Development Symposium (2008).
   Google Scholar