View in EDS

Plagiarism as an Academic Literacy Issue: The Comprehension, Writing and Consulting Strategies of Portuguese University Students

Saved in:
Bibliographic Details
Title: Plagiarism as an Academic Literacy Issue: The Comprehension, Writing and Consulting Strategies of Portuguese University Students
Language: English
Authors: Festas, Isabel (ORCID 0000-0002-1720-1488), Seixas, Ana, Matos, Armanda
Source: International Journal for Educational Integrity. 2022 18.
Availability: BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
Peer Reviewed: Y
Page Count: 18
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Freshmen, Plagiarism, Writing Strategies, Reprography, Multiple Literacies, Concept Formation, Academic Achievement, Self Concept, Information Sources
Geographic Terms: Portugal
DOI: 10.1007/s40979-022-00119-8
ISSN: 1833-2595
Abstract: In aiming to frame plagiarism as an academic literacy issue, this paper focuses on the strategies used by firsts years Portuguese university students, when writing from sources, along with the relationship between these strategies and the way students view themselves as readers, writers and users of sources. The study was based on 44 short summary essays written by students as well as their responses to a questionnaire and checklist on citation rules. The evaluation of the essays revealed that students often use copying and "patchwriting." In addition, we found that much of the time students changed the meaning of the content expressed in the source. In relation to the way students evaluated themselves, generally their view was they used appropriate strategies. The study did not reveal a relationship between perceptions of using appropriate strategies and the use of those same strategies. Nonetheless, we found an association between performance and perceptions of using copying. Perceived use of a "think-then-do" strategy was also related to changing the meaning when writing from sources. Concerning school achievement, stronger students evaluated themselves as using more appropriate strategies, and those who had not previously failed (a) school year(s) also displayed a better knowledge of citation rules. However, we failed to find any relationship between school achievement and the use of strategies for writing from sources. The main findings of the current research point to the existence of issues concerning how to address academic literacy, findings that go beyond plagiarism and, consequently, indicate the need for pedagogical responses.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1351745
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1351745
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Plagiarism as an Academic Literacy Issue: The Comprehension, Writing and Consulting Strategies of Portuguese University Students
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Festas%2C+Isabel%22">Festas, Isabel</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1720-1488">0000-0002-1720-1488</externalLink>)<br /><searchLink fieldCode="AR" term="%22Seixas%2C+Ana%22">Seixas, Ana</searchLink><br /><searchLink fieldCode="AR" term="%22Matos%2C+Armanda%22">Matos, Armanda</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+Educational+Integrity%22"><i>International Journal for Educational Integrity</i></searchLink>. 2022 18.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Plagiarism%22">Plagiarism</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Strategies%22">Writing Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Reprography%22">Reprography</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Literacies%22">Multiple Literacies</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Sources%22">Information Sources</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Portugal%22">Portugal</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s40979-022-00119-8
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1833-2595
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In aiming to frame plagiarism as an academic literacy issue, this paper focuses on the strategies used by firsts years Portuguese university students, when writing from sources, along with the relationship between these strategies and the way students view themselves as readers, writers and users of sources. The study was based on 44 short summary essays written by students as well as their responses to a questionnaire and checklist on citation rules. The evaluation of the essays revealed that students often use copying and "patchwriting." In addition, we found that much of the time students changed the meaning of the content expressed in the source. In relation to the way students evaluated themselves, generally their view was they used appropriate strategies. The study did not reveal a relationship between perceptions of using appropriate strategies and the use of those same strategies. Nonetheless, we found an association between performance and perceptions of using copying. Perceived use of a "think-then-do" strategy was also related to changing the meaning when writing from sources. Concerning school achievement, stronger students evaluated themselves as using more appropriate strategies, and those who had not previously failed (a) school year(s) also displayed a better knowledge of citation rules. However, we failed to find any relationship between school achievement and the use of strategies for writing from sources. The main findings of the current research point to the existence of issues concerning how to address academic literacy, findings that go beyond plagiarism and, consequently, indicate the need for pedagogical responses.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1351745
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1351745
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s40979-022-00119-8
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Plagiarism
        Type: general
      – SubjectFull: Writing Strategies
        Type: general
      – SubjectFull: Reprography
        Type: general
      – SubjectFull: Multiple Literacies
        Type: general
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Information Sources
        Type: general
      – SubjectFull: Portugal
        Type: general
    Titles:
      – TitleFull: Plagiarism as an Academic Literacy Issue: The Comprehension, Writing and Consulting Strategies of Portuguese University Students
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Festas, Isabel
      – PersonEntity:
          Name:
            NameFull: Seixas, Ana
      – PersonEntity:
          Name:
            NameFull: Matos, Armanda
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-electronic
              Value: 1833-2595
          Numbering:
            – Type: volume
              Value: 18
          Titles:
            – TitleFull: International Journal for Educational Integrity
              Type: main
ResultId 1