Happening right now is the 6th International Integrity & Plagiarism Conference in the UK. For a summary of day 1, go to PlagiarismToday.com for a summary of the first day.
Two resources of interest on apps for kids:
– this great article from MindShift: Apps That Rise to the Top: Tested and Approved By Teachers (this is a radio station in California that has an education K-12 blog)
– Also, see the Edululu website, from the great people at TFO, the French-language public broadcaster in Ontario, the most populous province of Canada.
Another colleague of mine has been trying to create their own plagiarism / citation videos in French using simple tools, like a voice over of a presentation. The videos are interesting but the sound could be a bit better.
Another colleague highlighted this simple website from Dr. Lipson, a Political Science professor at Concordia University (where I work), where he guides students through Plagiarism.
In addition, a colleague of mine indicated that this book on academic authorship discusses plagiarism:
Belcher, Wendy Laura, 2009. Writing your journal article in 12 weeks: A guide to academic publishing success, Sage Publications: Thousand Oaks, USA. Pages 161-163.
Dr Bates has extensive experience in university teaching and administration – I’m really sorry I missed his talk at Concordia a few months ago (as a dad with young kids, it is hard to make evening events).
I’ll read this chapter soon, but it seems very interesting. I also really like the tool that he is using, namely the PressBooks web-hosted book publishing system.
Interesting, this list of top 20 articles compiled by the Library Instruction Round Table, see page 6 of their latest newsletter. This one seems of particular interest:
Stowe, B. (2013). Designing and implementing an information literacy instruction outcomes assessment program. College & Undergraduate Libraries, 20(3-4),
This case study describes and analyzes the efforts of the library faculty at the Brooklyn Campus Library of Long Island University who are involved in developing, testing, and implementing a ground-up information literacy outcomes assessment program for the undergraduate core curriculum. Based on the increasingly prominent role given to information literacy by re-accreditation agencies, the library was prompted to significantly upgrade its assessment practice of collecting anecdotal evidence and administering clickers-based exit surveys. To detail the process of the upgrade, the article discusses such issues as key external and internal institutional forces that influence the development of an outcomes assessment programs. The library faculty members discuss choosing the appropriate assessment instrument (standardized or locally developed), establishing a hierarchy of priorities of assessment areas/goals, determining the actual assessment questions, and building the iterative assessment cycle (pre-assessment and post-assessment). The author includes examples from early versions of the evaluation instruments as well as the revisions of such instruments. The honesty of the library faculty members is disarming—they freely refer to the persistent personnel and managerial issues their library had been facing for some time and are generally very open about the challenges this represented in terms of developing a sustainable assessment program. As a result, this article provides an invaluable resource for other institutions trying to build their outcomes assessment program from scratch.
This just came out : the latest “Tips and Trends” report from the Instructional Technologies Committee members of the American College and Research Libraries and the American Library Association.
Tips and Trends, written by Instructional Technologies Committee members, introduces and discusses new, emerging, or even familiar technology which can be applied in the library instruction setting. Issues are published 4 times a year.
Technology for Flipping the Classroom
By Angela Colmenares
Here is an interesting twist on the old academic integrity issue : a web-game where Goblins are eliminated when you correctly answer questions about plagiarism.