Abstract
There is a substantial body of scholarly research which delves into the prevalence of text-based plagiarism in higher education and accordingly, clear guidelines have been established for both pre-emptive and punitive methods of prevention. However, there is far less scholarly research substantiated pertaining to visual plagiarism and comparatively, an exiguous body of work concerning visual plagiarism within applied arts tertiary education. Therefore, this project investigates current perceptions of visual plagiarism by conducting three focus group studies for faculty, academic support staff, and students. The results of these studies demonstrated that, for all three stakeholder groups, there were significant disparities in knowledge and consequently, four comprehensive discourse themes were identified and analysed. This initial research provided a basis to develop a holistic pedagogical model and as such, an active-learning workshop curriculum was advanced. To support this workshop a series of print-based teaching and learning materials were developed; designed with the aim of engaging students in discussion and raising standards of academic integrity amongst the student body. Data collected from these workshops is currently being analysed, however early interpretations indicate that students were effectively engaged with the collaterals and that the pilot curriculum provided adequate guidance to enable ethical creative decision making with regards to visual plagiarism.
Presenters
Lisa WinstanleyAssistant Professor, School of Art Design and Media, Nanyang Technological University, Singapore
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2020 Special Focus: Visual Pedagogies: Encounters, Place, Ecologies, and Design
KEYWORDS
Visual Plagiarism, Academic Integrity, Applied Arts, Tertiary Education, Workshop, Active-learning
