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The purpose of this paper is to share the process that Northwest Missouri State University B.D. Owens Library uses to decrease plagiarism including citation style guides…
The purpose of this paper is to share the process that Northwest Missouri State University B.D. Owens Library uses to decrease plagiarism including citation style guides, academic honesty and plagiarism tutorials, online movies, and interactive learning objects that teach citing, which can be used or adapted by other libraries in both online and on‐ground information literacy instruction environments.
Rationale for the inclusion of citation instruction in on‐ground and online formats, their application, and uses are discussed.
Citation reference questions as a percentage of the total number of reference questions answered by librarians are on the rise. This increase may be attributed to the growth of electronic resources, which are inadequately covered in citation manuals. Students frequently struggle with identifying types of sources listed in database or bibliography citations, causing them to create bibliographies filled with errors.
Resources are presented that can be adapted by academic librarians seeking to curb plagiarism and student citation problems.
Tutorials are listed and described which cover the ethical issue of plagiarism. These can be used in their native format or adapted with permission to meet the needs of local institutions.
To address an increasingly fluid online academic environment, this case study provides a systematic approach, which includes online style manual textbooks, tutorials, instruction, and reference.
The purpose of the paper is to share the types, uses, and students' recommendations about reusable digital learning objects at Northwest Missouri State University, which…
The purpose of the paper is to share the types, uses, and students' recommendations about reusable digital learning objects at Northwest Missouri State University, which can be used or adapted by other libraries in both online and on‐ground information literacy instruction environments.
The rationale for incorporation of learning objects, their application, and uses is discussed. Examples of successful applications of learning objects in online and on‐ground instructional classes are provided. Models for developing one's own learning objects are included. A survey and analysis for soliciting students' opinions about the reuse of learning objects is included.
The paper provides suggestions for developing and evaluating learning objects. This includes successful applications of digital learning objects in traditional and online information literacy classes. It shares easy to incorporate learning objects that can be used in tutorials or on‐ground bibliographic sessions and includes a student survey about reuse of learning objects, analysis of survey results, and suggestions for survey improvement.
The survey population was small. The librarians plan to replicate the survey with a larger audience. The survey may be adapted for use by other academic libraries.
The paper provides links to libraries of digital learning objects that instruction librarians can immediately begin linking to and using in tutorials or information literacy sessions.
The paper illustrates that access to a library of learning objects enables use of learning objects and enhances ideas for locally created prototypes. The survey can be easily adapted to other library environments to gather suggestions for reuse of local learning objects.