Cassandra Morath's List: Researching Credible Connections

• • There is nothing on this page that I wouldn't highlight. all the information is relavent.
• Self-Plagiarism

   

  The use of an essay or report for one course to satisfy the requirements of another course. A student must receive the instructor’s approval to use a previously completed assignment. If you want to use similar assignments to satisfy the requirements of two related courses, you must receive approval from all of the instructors concerned.

• The word plagiarism derives from Latin roots: plagiarius, an abductor, and plagiare, to steal.

• ibrarians will need to think creatively about developing services for users of mobile devices and take into account both  user needs and preferences and the relationship of services to the academic program of their institution.
• Collaboration efforts will continue to diversify: collaborating with faculty to integrate library resources into the curriculum  and to seek out information literacy instruction, and as an embedded librarian; working with scholars to provide access to  their data sets, project notes, papers, etc. in virtual research environments and digital repositories; collaborating with  information technology experts to develop online tutorials and user-friendly interfaces to local digital collections; collaborating  with student support services to provide integrated services to students; and collaborating with librarians at other institutions  to improve open source software, share resources, purchase materials, and preserve collections.
• Cloud computing, augmented and virtual reality, discovery tools, open content, open source software, and new social networking  tools are some of the most important technological changes affecting academic libraries. As with mobile applications, these  developments will affect nearly all library operations. Two exciting developments are OCLC’s new cooperative Web-scale library  management services and discovery tools, which provide a single interface to multiple resources using a centralized consolidated  index that promises faster and better search results than federated searching.
• Technology will continue to change services and required skills.

2 more annotations...

• The Latin meaning of plagiarism is kidnapper or plagiarius. It is defined as the presentation of the work of another person as one's own or without proper acknowledgment. Some possible reactions after being caught for plagiarism include silence, denial, evasion and rationalization.

• Information literacy means knowing information about information.

• Despite information literacy's significant presence in discussions in academic libraries and academe, librarians continue to debate the definition of the concept.
• his article seeks a shift from exploring definitions to designing solutions by demonstrating that the concept has been adequately delineated in the many existing writings on the topic.
• Information literacy is a familiar concept on campuses across the United States( n1) to higher education accrediting bodies in the country,( n2) and beyond.( n3) Stephen Foster observed that the professional literature "currently reverberates with a near-missionary zeal with the cause of information literacy."( n4) Lorie Roth, a college administrator, contended that information literacy "promotes the vision of what all universities want, work for, and hope for."( n5) Nonetheless, contrary to what might be expected from such familiarity and engagement, discussions on the topic are still plagued with concerns over whether the concept of information literacy has been defined clearly and adequately enough to permit deliberations on how to achieve information literacy.( n6) Jeremy Shapiro and Shelley Hughes called information literacy "an often-used but dangerously ambiguous concept.( n7) Writers like Loanne Snavely, Natasha Cooper, and Cushla Kapitzke essentially agreed with that opinion
• Academia, as a result of these inputs and a desire to serve effectively students and society, finds itself compelled to deal with information literacy, even as controversies surrounding the exact meaning and implications of the concept persist.
• Such concerns call for a critical look at what information literacy is, and induce a need to address the parameters of what appears to many within librarianship and academe to be a structureless colossus, a perception that undermines the academic library's ability to initiate and maintain effective information literacy programs. Addressing the controversies surrounding the definition of information literacy is therefore, a practical imperative, summoned not only by the debates over definition that cloud discussions on the topic, but also by the crippling effects of those debates on the planning and implementation of steps to achieve information literacy.
• "There are strong similarities between the various statements of information literacy skills developed to date. Regardless of how one describes the essential skills and knowledge necessary for information literacy, the processes are always the same.
• Information literacy is an abstract concept.
• As a metaphor, it is a neatly packaged, imaginative, and descriptive phrase that is not literally applicable or easily interpretable, employing something more qualitative and diffuse than is evident in the historical meaning of both literacy and information."( n18)
• "Unlike traditional definitions of literacy, which focused on decoding and comprehension, this definition encompasses a broad range of skills that adults use in accomplishing the different types of literacy tasks associated with work, home and community contexts."( n30)

7 more annotations...

• Approximately one-third of the students reported using Wikipedia for academic purposes.
• The study suggests that educators and librarians need to provide better guidelines for using Wikipedia, rather than prohibiting Wikipedia use altogether.

• This spring students in history courses at Middlebury College will find a new disclaimer on syllabi warning them that, while Wikipedia is fine for some background research, it is not to be used as a primary source.
• bans students from citing the open-source encyclopedia in essays and examinations.

• What is the department's stance on students' using Wikipedia as an entry point or as a way of finding other, more appropriate sources for citation?

    

  A. We're on record as actually encouraging it for that purpose

•   

  A. I think Wikipedia is a different beast largely because it is open edited. That's not to say that students shouldn't be exposed to inaccurate views, but they should be instructed in making proper discriminations between what is accurate and what is inaccurate. I guess this calls to mind what Plato said in The Republic when he referred to democracy as "full of variety and disorder."

2 more annotations...

• Seventy per cent of college students and about 20 per cent of adults say they procrastinate on starting assignments; some are also "trait procrastinators," for whom putting off things -- not just work, but paying the bills and doing the laundry -- is a way of life

• The results indicate that the incidence of cheating in our sample is approximately 70% rather than the self-reported value of 51%.

• Link, F., Tosaka, Y., & Weng, C. (2012). Notes on Operations Employing Usage Data to Plan for an E-book Collection. Library Resources & Technical Services, 56(4), 254-265.
• After reviewing the findings, McKendrick shared two surprisingly big shifts in the library market. "First, the demand for, and adoption of, ebooks has really taken off," he says, even though ebooks still represent a small portion of library offerings, more budget dollars are going to print acquisitions, and libraries are finding some ebook publishers difficult to work with.
• In contrast to their swift adoption of e-journals, academic libraries were slow to integrate e-books into the library collections. Barriers to e-book acceptance included libraries' and users' initial unfamiliarity with e-books, slow standardization of e-book technical platforms, lack of a sustainable e-book purchasing model, uncertain circulation policies, and limited discovery and delivery options.1 Despite these hurdles, the development of e-book collections has emerged as a growing trend among libraries because the new medium provides "added functionality over print versions.
• Print book vendors, working with publishers and e-books aggregators, began to incorporate e-books into their ordering databases. This was a considerable improvement over the previous practice of negotiating and managing separate licenses with individual e-book providers or publishers.4
• But libraries are turning their attention to the burgeoning demand for digital materials and ebooks to boost their electronic collections, while cutting back on print
• Doing more with less is one reason why half of the responding libraries now belong to at least one consortium. But smaller libraries with smaller budgets are experiencing more of a squeeze, as they try to meet the growing digital demands of their patrons for ebooks, streaming media, internet connectivity, and audio downloads
• Going Digital  

  Libraries reported that keeping pace with the rapid growth of digital demand isn't easy. Nearly 75% of the respondents noted that the demand for digital offerings in their libraries has increased during the past year, and 25% of this group now reports that this demand has grown by more than 20%. One of the biggest drivers is the increasing demand for ebooks from patrons, from 41% 1 year ago to 62%. Demand for streaming media resources is also on the upswing, as well as access to the library for its wireless connectivity. One library commented that its patrons expect more special collections and archival materials, but the library doesn't have the necessary technical support to meet the growing demand. Many libraries cited their outdated computers as impediments to digital initiatives and that they depended on patron donations for newer computer equipment to upgrade their services.

    

  More than one-third of the respondents reported that they spent more money on information technology hardware, software, and related IT services over the past year, which is actually a higher percentage than what was predicted in the initial survey.
• The Evolving Role of E-Books
• In a 2001, the California Digital Library Ebook Task Force conducted a survey of fourteen large academic libraries to learn about their e-book experiences.10 At that time, some libraries believed that "the role of e-books was not to replace print but to serve as a duplicate copy."11 Studies conducted by Columbia University (in 1997) and the University of Rochester (in 2001) on user perceptions and their use of e-books found that users were receptive to using electronic reference books for quick answers but less interested in reading electronic versions of academic books.12 An ebrary survey in 2007 also indicated that users found e-books difficult to read, e-book platforms difficult to use, and training in using electronic resources in short supply.13 E-book suppliers had yet to develop a satisfactory purchase model that would make bulk e-book purchases easy for libraries.14 Not until the mid-2000s did e-books start to gain traction with academic library users and become an important academic library service.15
• With e-books gaining popularity, along with the success of the print-based ILL POD model, libraries began to extend the ILL POD service by adopting PDA of e-books.

8 more annotations...

• Literature Review  

  The Evolving Role of E-Books

    

  In a 2001, the California Digital Library Ebook Task Force conducted a survey of fourteen large academic libraries to learn about their e-book experiences.10 At that time, some libraries believed that "the role of e-books was not to replace print but to serve as a duplicate copy."11 Studies conducted by Columbia University (in 1997) and the University of Rochester (in 2001) on user perceptions and their use of e-books found that users were receptive to using electronic reference books for quick answers but less interested in reading electronic versions of academic b
• oks.12 An ebrary survey in 2007 also indicated that users found e-books difficult to read, e-book platforms difficult to use, and training in using electronic resources in short supply.
• User perception of e-books also can be seen from usage analyses. Findings of recent usage studies of e-books have varied. Studies conducted at the University of Idaho and Oakland University documented low e-book use.16 In contrast, a Duke University study found that more e-books than print books were used.17 In determining what users need, investigating whether, for any given title, the electronic version is used more heavily than the print version is important. A 2010 report of a study at the Texas A&M University Libraries compared use of e-books and their print equivalents in the physical sciences and technology.18 The study results suggested strong user preference for e-book versions:

1 more annotation...

• Simon Harris
  Steve Webb
  William R Hendee
• Physics in Medicine & Biology; Mar2008, Vol. 53 Issue 5, p0, 1p
• *PLAGIARISM
  *LITERARY ethics
  *LITERATURE
  *AUTHORSHIP
• Plagiarism (from the Latin ''plagiare'', ''to kidnap'') is defined as ''the appropriation or imitation of the language, ideas, and thoughts of another author, and representation of them as one''s original work'' (the Random House Dictionary of the English Language--unabridged).
• Plagiarism is a serious breach of research ethics that, if committed intentionally, is considered research misconduct.

3 more annotations...

• Mathews, Wilma

  Source:

  Communication World; May/Jun2011, Vol. 28 Issue 3, p26-28, 3p
• *PLAGIARISM
  *COMMUNICATION specialists
  *WRITING
  *CRIME
  *COPYING processes
  *SCIENTISTS
  MORAL & ethical aspects
• It says that the word plagiarism is derived from a Latin word meaning to kidnap, and is regarded as a serious offense in which thought or written work of an individual is being copied and claimed to be original by another party

1 more annotation...

• It is difficult to think of individuals who never procrastinate. In fact, procrastination is so common that if someone were to answer "True" to an item such as "I never procrastinate," it would elicit a suspicion that the person was either lying or responding in a socially desirable fashion. Because it is such a universal human foible, procrastination represents a particularly interesting problem in self-regulation.
• Procrastination is especially common in the academic domain. Ellis and Knaus (1977) estimated that 95% of American college students procrastinate.
• In Solomon and Rothblum's (1984) survey, 50% of students reported that they procrastinated on academic tasks at least half the time, and an additional 38% reported procrastinating occasionally. Faculty estimates of student procrastination were even higher. Procrastination was more common for term papers than for studying for exams or doing weekly assignments.
• Because women have generally been reported as being more intrinsically motivated than men and less externally regulated and amotivated with regard to academic activities (Connell & Ryan, 1986; Senecal, Vallerand, & Pelletier, 1992; Vallerand et al., 1989, 1992; Vallerand & Bissonnette, 1992) than men, we expected that they would procrastinate less. A t test revealed a significant difference between men and women on procrastination, t(480) = 3.38, p < .001. As expected, women (M = 43.56) procrastinated less than men (M = 47.30).
• The present study showed that the way students regulated their academic behavior was significantly associated with the extent to which they procrastinated. Correlation analyses indicated that, as predicted, students who had intrinsic reasons for pursuing their studies were likely to procrastinate less, whereas those who had extrinsic reasons were likely to procrastinate more.

3 more annotations...

• Cheating is a widespread problem in higher education. Whitley (1998), in a review of over 40 studies on student cheating, found that 70% of college students reported cheating.
• Of these students, 43% reported cheating on exams, 41% reported plagiarizing, and another 41% reported cheating on homework. In addition, Schab (1969,1979,& 1989) reports that cheating is on the rise. Schab distributed surveys to college students asking them to report their own dishonest behaviors in school and found a 34% increase in the number of students answering yes to the question, "Have you used a cheat sheet on a test?" (33% in 1969, 60% in 1979, and 67% in 1989). Research on student cheating has evaluated many factors related to student cheating, including personality factors (Eisenberger, 1985), motivation (Newstead, 1996), gender (Whitley, 1999) and a host of other factors related to cheating (e.g., Azjen, Shelton, 1969 and 1991). Little research, however, has focused on faculty roles in student cheating. The present study was designed to evaluate the relationship between faculty attitudes towards student cheating and their actual attempts to reduce it through statements on their syllabi addressing academic dishonesty. If the large amount of research conducted on student cheating is any indication of academia and professors' strong desire to reduce student cheating, it seemed likely these attitudes would factor into the creation of their classroom guidelines.
• . Although previous research has shown that students are more likely to cheat when they think there is relatively little risk of being caught (Whitley, 1998), 20% of faculty in Graham et al. reported that they did not watch students while they were taking a test, and 26% of faculty had no syllabus statements regarding cheating.
• The discrepancy between faculty attitudes and their actual behaviors to control cheating in the classroom may be sending conflicting messages to students, which may ultimately influence the rates of student cheating. Whitley and Keith-Spiegel (2002) adopted a global approach (compared to a student-centered approach) to reduce academic dishonesty by examining the relationship between the classroom environment, the university policy towards cheating, as well as student personality variables. Whitley and Keith-Spiegel argued that faculty and other situational factors may inadvertently foster a pro-cheating environment, particularly for at-risk students.

2 more annotations...