Rethinking Plagiarism in the Digital Age (original) (raw)
Related papers
2009
Many of the assumptions that inform the ways we respond to issues of plagiarism are based in laws and traditions that pertain to stealing or to copyright. Laws about stealing, however, assume key concepts that are at odds with the conceptual realities of plagiarism. The notion of taking something, for instance, carries with it the concomitant idea that the rightful owner is deprived of the use of that thing. Laws about copyright are similarly derived from the notion of a physical text being duplicated to make additional (physical) copies to be sold, implying that if copyright is violated, the rightful owner suffers (financial) harm. Neither set of laws appropriately addresses plagiarism, however, which can occur without depriving the author/owner of the work or the right to profit from it. This paper will differentiate the elements of plagiarism from those of theft and copyright violations, and attempt to define plagiarism in terms that accurately describe its essential elements.
Plagiarism in the Perspective of Ethics and Law
Scientific Journal of PPI - UKM, 2016
Plagiarism is the practice of taking someone else`s work or ideas such as papers or articles or essays without the permission of the authors and then passing them off as his or her own. Plagiarism constitutes the type of copyright crime, and it violates The Copyright Law if the object or victim is the original creative expression. From the moral and ethical view, plagiarism clearly violates the norms of society and even breaks The Law of Copyright since the plagiarists take the ideas of others without the legal permission of the owners and usually do not mention explicitly and clearly the sources of the original works. The academic environment is very susceptible with the practice of plagiarism. So it is very difficult now to overcome plagiarism or piracy which is getting more prevalent. Ethic awareness that commonly seems to be ignored in quoting the ideas or works encourages the habit of taking copyrighted material without permission. The students` awareness publishing and prioritizing their original compositions have not been any better up to now that triggers the prevalence of plagiarism among students. The students committing plagiarism usually dissemble their pirated ideas by arguing that just get inspiration from the works of others, not pirating. The globalization and modernization of the cyberspace that is getting advanced generate the prevalence of the practice of plagiarism and piracy especially in the academic environment. The highly developed cyberspace technology is commonly abused by plagiarists or anyone to ruin the originality of the academicians` works and internet users are generally facilitated to commit plagiarism and piracy upon the academicians` scientific works.
Plagiarism and use of technology by high school students
Campus virtuales, 2021
The use of the different tools and resources available on the web has the potential to affect the level of plagiarism at all educational levels. This article approaches the relationship between the use of Internet resources and the levels of plagiarism among high school students in Ecuador. Quantitatively, 16,546 surveys of high school students were conducted and the students were classified using the k-means method according to the use of Internet tools. Cause-effect relationships were established through logistic regression between classifications and the levels of plagiarism. The results show that Internet skills and student confidence in the Internet directly affect plagiarism levels. It was found that plagiarism depends on the confidence levels of the students and on the variables connection days per week, level of Internet knowledge, hours connected per day and years of experience as an Internet user. RESUMEn. El uso de las diferentes herramientas y recursos de la web tiene el potencial de afectar el nivel de plagio. Este artículo aborda la relación entre el uso de recursos de Internet y los niveles de plagio entre estudiantes de secundaria en Ecuador. Cuantitativamente, se realizaron 16.546 encuestas a estudiantes de secundaria y se clasificó a los estudiantes mediante el método de k-medias según el uso de herramientas de Internet. Las relaciones causa-efecto se establecieron mediante regresión logística entre las clasificaciones y los niveles de plagio. Los resultados muestran que las habilidades de Internet y la confianza de los estudiantes en Internet afectan directamente los niveles de plagio. Se encontró que el plagio depende de los niveles de confianza de los estudiantes y de las variables días de conexión a la semana, nivel de conocimiento de Internet, horas conectadas por día y años de experiencia como internauta.
Plagiarism in the 21st Century
“The complexity of the plagiarism problem isn't just about a student’s academic integrity or a lone essay in a sea of paper. Whenever faced with a case of plagiarism whatever the cause a teacher's own academic integrity and the integrity of the higher institution of learning is challenged. Zwagerman's(2008) description of the situation suggests that many teachers are outraged by student plagiarism and often react in extreme ways.
Plagiarism, Enclosure, and the Commons of the Mind
2001
When discussing plagiarism and cheating these days, college faculty seem to find themselves using the rhetoric of crime and punishment ("It's easier to steal from the Internet") on their students rather than a rhetoric more attuned to their actual mission. A short overview in this paper of the history of plagiarism and the development of the concept of intellectual "property rights" is given to help address the problem. The paper begins by drawing a parallel between the historical process of land enclosure that occurred in England from the 15th to the 19th centuries to the development and spread of print and suggests, thereby, that both expressed new concepts of economics and of the self. Correlate developments in private land ownership, copyright, and the rise of the author, along with the concept of plagiarism, reveal that commodification (the idea that everything can be sold on an open market) is the ideology that unites these apparently disparate developments and affects the way that what is done in the classroom is conceptualized, what is expected from students, and what they produce in response to educators' expectations. Educators need to recognize that although the law has been slow to accommodate itself to the Internet, it is going to eventually, and electronic publishing is going to be as protected by copyright as books. They also need to teach skepticism and place their teaching on plagiarism in a broader context of critical thinking theory and skills. Contains a 22-item bibliography. (NKA) Reproductions supplied by EDRS are the best that can be made from the original document.
PLAGIARISM: WHAT'S THE BIG DEAL
PLAGIARISM IS RECOGNIZED by the National Council of Teachers of English and the Council of Writing Program Administrators as a serious issue at U.S. colleges and universities. The Council of Writing Program Administrators responds to the growing educational concerns about plagiarism in four ways: by defining plagiarism; by suggesting some of the causes of plagiarism; by proposing a set of responsibilities (for students, teachers, and administrators) to address the problem of plagiarism; and by recommending a set of practices for teaching and learning that can significantly reduce the likelihood of plagiarism. (para. 2)