Abstract
The concepts of attribution and plagiarism can be challenging for creative art students who may engage with both text and non-text sources such as images, film, computer games, performance art and more while working on an assessment task. To introduce students to the basics of attributing non-text sources and to explain the distinctions between ethical reuse of creative works at university and in the professional setting, the authors developed an embedded Information Literacy workshop utilising a flipped classroom model. Short educational videos were produced that students watched before attending an in-class library workshop. The students also completed pre- and post-teaching tests to collect evidence of their preconceptions and knowledge before and after watching the videos and attending the library workshop.
This article will report on the planning and design of the videos and the library workshop, and share the results of the formative assessment activities.
| Original language | English |
|---|---|
| Pages (from-to) | 62-75 |
| Number of pages | 14 |
| Journal | Journal of Information Literacy |
| Volume | 13 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - Jun 2019 |
| Externally published | Yes |
Bibliographical note
Funding Information:This project utilised funding from a Hong Kong University Grants Committee (UGC) project on Information Literacy. Part of the project offered ‘Course Enhancement Funds’ for ‘teaching staff of participating institutions who are interested to work with librarians in developing new [Information Literacy] content, or to modify existing research assignments and assessments’ (UGC Teaching and Learning Information Literacy Project, 2017). In applying for the funding the authors proposed to create short instructional videos to introduce the basics of attributing non-text sources, supporting the implementation of a flipped-classroom teaching model. Videos are also scalable – they can be viewed in class, online, on any device, in any course and so on, meaning the impact of the funding had the possibility to reach far beyond a single course. As much of the literature indicated that little effort had been made to instruct students about university policies as they relate to non-text plagiarism, the authors also felt videos were a useful instructional tool as they would be more engaging than reading text documents or listening to a lecture.
Keywords
- Academic honesty
- Academic integrity
- Attribution
- Copyright
- Copyright literacy
- Creative works
- Hong Kong
- Information literacy
- Non-text sources
- Plagiarism
- Referencing
- Visual plagiarism