Reuse, Recycle, Repurpose: Moving from a plagiarism guide to a sustainable good academic practice toolkit - Lynne Meehan & Clare Trowell
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Presented at LILAC 2022
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Reuse, Recycle, Repurpose: Moving from a plagiarism guide to a sustainable good academic practice toolkit - Lynne Meehan & Clare Trowell
- 1. Moving from a plagiarism guide to a sustainable good academic practice toolkit Lynne Meehan (she/her) & Clare Trowell (she/her) Recycle Repurpose Reuse
- 2. Outline Our starting point Our approach What helped Case Studies Future iterations
- 3. Starting point - the plagiarism libguide
- 4. With a quiz at the end
- 5. Our Approach Active learning Formative assessment Summative assessment For all disciplines Supports self- directed learning and face to face teaching Open to all, with embedded subject elements
- 6. Reuse We re-used the existing Libguide, incorporating new elements around good academic practice
- 7. Recycle We recycled the short quiz to create an embedded formative assessment
- 8. Repurpose We repurposed a pre- existing Moodle quiz
- 9. What helped Technical knowledge Peer review Support from central teams Cambridge Information Literacy Network
- 10. What we have now
- 11. What we have now
- 12. What Went Well We had a good starting point Expertise from across the University Working collaboratively Iteration and feedback Led to the creation of other online resources across Cambridge
- 13. Case Studies AFRICAN STUDIES Embedded quiz into Moodle in October 2020 Supported the move to online teaching Continues to be used and support face to face sessions "Thanks very much for developing this, I certainly was grateful for this during Michaelmas, and as a tool to refer back to throughout the rest of this year." CHEMICAL ENGINEERING Embedded quiz into Moodle in October 2021 Links also given to LibGuide as part of department support for Good Academic Practice Feedback gathered from students has revealed that we can further align the Guide and the Quiz, as well as add some further practical examples.
- 14. Future iterations Revisit promotion Revisit Review the quiz and guide Review Create a workshop for Summer 2022 Create
- 15. Want to undertake a similar project? What are your current institutional drivers? Identify what you have already? What change is needed and who can help with this? How will you promote?
- 17. Clare Trowell Marshall Librarian University of Cambridge Email: clt61@cam.ac.uk Lynne Meehan Engineering and Technology Librarian University of Cambridge Email: lm746@cam.ac.uk
Hinweis der Redaktion
- We used to have Libguide – with advice about how to avoid plagiarism
- This was the minimal interactivity available – a quiz at the end
- Active learning Formative assessment (via questions within the GAP Libguide) Summative assessment (via a Moodle Quiz) Working with subject specialists – generic but could be used by any discipline It needed to teach the information by engaging students through active learning We needed some formative and summative assessment to encourage self-directed independent learning Our learning resource needed to be available online to all subject areas It also needed to work with face-to-face teaching as well as online learning (OER Open? Educational Resource) n.b. add cc by licence …to encourage re-use, recycling and repurposing!!!
- Together these three components comprise the Good Academic Practice Toolkit
- Technical knowledge: we needed Html editing skills not just the content editor in Libguides Peer review from a CUP Learning Technologist and Education Quality and Policy Office (EQPO) Buy-in, support and sponsorship from our central teaching office: Cambridge Centre for Teaching and Learning e.g. assisting with promotion via the CCTL newsletter The network of librarians/CILN across Cambridge, creating, testing and using the resource
- Outline of the toolkit or Image Libguide with elements Moodle quiz
- Outline of the toolkit or Image Libguide with elements Moodle quiz
- We will demonstrate that innovation can be iterative and how we will continue with this iterative approach as we continue to grow and develop our own understanding of information literacy and critical pedagogy. We did not destroy and begin again Draft 1 Peer review Draft 2 More feedback routes Further iteration: more personalised integration vels of study, using summative, as well as formative assessment. This toolkit was among the first of its kind at Cambridge and has since been followed with other generic resources that can be adapted for different contexts across the university. Reflective Practice Toolkit Critical Reading Moodle Course Literature Searching Moodle Course (in progress)We will demonstrate that innovation can be iterative and how we will continue with this iterative approach as we continue to grow and develop our own understanding of information literacy and critical pedagogy. We did not destroy and begin again Draft 1 Peer review Draft 2 More feedback routes Further iteration: more personalised integration vels of study, using summative, as well as formative assessment. This toolkit was among the first of its kind at Cambridge and has since been followed with other generic resources that can be adapted for different contexts across the university. Reflective Practice Toolkit Critical Reading Moodle Course Literature Searching Moodle Course (in progress)
- Revisit promotion of the toolkit to embed into more disciplines Review the quiz and guide to create more links between the resources Plans for a workshop over Summer 2022 https://libguides.cam.ac.uk/plagiarism
- What helped slide repackages Align with institutional drivers – identify with potential opportunities across the institution What do you have already that can be adapted What needs changing – who can help with this. Also consider peer review and well as undertaking adaption What Promotion needs to be there and be sustainable Buy – in Identify the opportunity Adapt and use across the organisation Recycling, reusing and repurposing our own guide.