Integrating discipline‐based anti‐plagiarism instruction into the information literacy curriculum

Lynn D. Lampert (Coordinator of Library Instruction and Information Literacy at California State University Northridge, Northridge, California, USA)

Reference Services Review

ISSN: 0090-7324

Publication date: 1 December 2004


This paper discusses the importance of developing a discipline‐based approach to the issue of plagiarism in information literacy instruction sessions. Through an examination of how both higher education and academic librarianship view plagiarism, the growing need for anti‐plagiarism instruction, and the role librarians can take in anti‐plagiarism instruction, this article will offer insight into effective ways for librarians to reach out to both faculty and students facing the difficulties inherent in higher education in the wake of the cut and paste age. Practical examples of discipline‐specific, collaborative approaches and process‐based assignments in journalism will be discussed to show how both librarians and discipline faculty can successfully make connections between student needs and collective information literacy instruction activities.



Lampert, L. (2004), "Integrating discipline‐based anti‐plagiarism instruction into the information literacy curriculum", Reference Services Review, Vol. 32 No. 4, pp. 347-355.

Download as .RIS



Emerald Group Publishing Limited

Copyright © 2004, Emerald Group Publishing Limited

Please note you might not have access to this content

You may be able to access this content by login via Shibboleth, Open Athens or with your Emerald account.
If you would like to contact us about accessing this content, click the button and fill out the form.
To rent this content from Deepdyve, please click the button.