- Have activities in which students read about intellectual property being stolen, using real life situations to catch their attention. (I suggest music and film pirating, but also literary theft)
- Think of activities that require students to identify the differences in citation styles, and / or "find the errors" in sample Works Cited.
- Check out this contest by Next Vista for Learning. It’s an NPO that has video contests for students (and teachers), with a focus on creating video tutorials that follow strict citation guidelines. My students in Middle School love it. Here’s a sample from last year. (about 90 seconds) We're participating again this year and like last year, it was a valuable exercise, especially in the beginning of the year to set the standard.
- See further reading on strategies to create a culture of integrity in classrooms, from Edutopia (2015).
Read this short article, "Plagiarism Isn't Just an Issue for Students" by Deborah K. Reed. Reed’s article makes me think of us as teachers who need to sit with students in situations like the one mentioned in the article, in which two students decide that since the citations won't be checked it's not a big deal to flub one. We need to continue the discussions on copyright laws. We need to have frequent and frank discussions with students about doing the right thing, but we have to do so as educators as well. There is another anecdote in the article in which teachers committed the same act. So, as professionals, should a teacher be required to report a colleague practicing academic dishonesty, particularly when presenting publicly? I’ve made a much more concerted approach to my own citations in worksheets I assign. I don’t copy and paste anyway, but I am much more diligent in providing sources of content for my sheets and websites. I think we need to model in this way. When educators are dishonest I believe they have to be called out (especially if they’re getting paid!); academic dishonesty by educators undermines the values we teach. I do admittedly have a softer spot for youth, who need to be guided, not ambushed, but not for educators.
*This post originates from an IB workshop reading noted above.