Abstract
Student plagiarism is generally misunderstood as a primarily ethical issue. In this study, I present a view that student plagiarism is instead primarily an epistemic issue, and that properly appreciating the nature of student plagiarism as distinct from other kinds of plagiarism reveals that the difficulties it causes are of a significantly different nature than typically conceived. This misconception of the nature of student plagiarism leads to inappropriate and unconstructive policies and reactions from educators, and distracts from more useful ways to address it. A discussion of specific examples of typical academic-integrity policies and whether they fruitfully address plagiarism, or are inadvertently unproductive, is also included.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Academic Integrity, Plagiarism, Student Assessment, Deception, Expertise
