:D I even copied the link into a document I'm drafting re this topic for my boss. The way I figured it was that your thoughts helped me validate (part of) mine on the topic. Bottom line gist: An "authority control" position is now/future more important than it has ever been. Understanding legacy library systems, newfangled systems coming, different URI schemes & repositories, ..., calls...
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- Mar₭ Liŋdŋer
yeah, ORCID is going to be a cast-iron bitch to implement in library systems, I suspect... because we'll all find what I've found, which is that a lot of academic authors are OMG FREAKING OBSCURE.
- D0r0th34
also, if anybody is an expert in the history of "value engineering," HAVE I GOT A JOB FOR YOU.
- D0r0th34
I'm going to be teaching a 3-credit course that the library offers (Information Research in Social Sciences and Humanities) and am busy now crafting a syllabus for the spring 2010 semester. Any suggestions to this list of terms & concepts I expect students to be conversant with by the end of the semester? Feel free to add to the document....
Fantastic list. What do you expect them to know or be able to do pertaining to evaluation?
- marthalib
Ditto to Martha's comment, plus perhaps a general 'research ethics' and 'information ethics' heading
- Pete
What Martha and Pete said. What kind of preparation/prerequisites will the students have coming in? Is this a first course, or one for students beginning upper-level study in their majors?
- Catherine Pellegrino
Martha: for evaluation, I want them to have a set of criteria that they can applied depending on the information need they have. So if they need to make sure source is authoritative, they will know how to research who the author is and that author's expertise on a given subject. I'll also emphasize the usual criteria: timeliness (may or may not be important depending on the need), relevance, quality of argument, etc.
- Stephen Francoeur
When we teach this course in the fall, it's mostly all freshman. In the spring, when I'll be teaching it, it will be mostly sophomores and juniors. No pre-reqs.
- Stephen Francoeur
Ah, yes. We assign a similar exercise, but it is tough to get students come up with their own set of evaluation criteria, so I'm looking for suggestions regarding how to do this. I still get students who say, "It is a credible article because it is peer-reviewed" and think that is sufficient.
- marthalib
That looks excellent, then. For the sophomores and juniors, I would definitely include something on what I think of as "the economics of information," which it looks like you're getting at with "publish or perish" and commercial vs. open-access publishing. Something about who owns information, and how money changes hands for the use and access to it.
- Catherine Pellegrino
I'm not thinking so much that the students need to come up with their own criteria but rather that they have an intentional set of criteria that they can selectively apply depending on the context.
- Stephen Francoeur
Martha- I use a clothing analogy to introduce ideas of time and place appropriateness, registers etc
- Pete
Ooooh, I like the clothing analogy. Martha: oops, just saw your other thread...moving my comment there!
- Catherine Pellegrino
Feel free to threadjack, Martha. I like where the conversation is going anyway.
- Stephen Francoeur
I truly don't mean to be a smartass, Stephen, but define "information" and "knowledge"? Seriously? Perhaps in the context of your evaluation criteria above--regarding their particular info need--that's possible. Or is it more like an intro level philosophy course definition in that you can define it in the context of the argument you are critiquing/making? I ask because I am not audacious enough to try & define either of those terms and they are both special areas of interest for me.
- Mar₭ Liŋdŋer
Operational definitions perhaps- one you can use in everyday work, not a fully worked out philopsophically rigorous analysis?
- Pete
Right, that's the short way to put it, Pete. Thanks. But there are so damn many of them and every one is seriously limited, even in an armchair analysis. But then they may be of value in limited domains if not pushed too far. Tis a minor point but wondering what Stephen is going for. All in all, I think this sounds like an excellent course. :D
- Mar₭ Liŋdŋer
if it were me, I think my goal would be to show the fish that they're swimming in water, if you take my meaning. The exact composition of the water is less a concern at that level.
- D0r0th34
More potential terms for the list: primary and secondary sources, evidence, argument, thesis.
- marthalib
Personally, I'd be a lot more interested in seeing how you structure the assignments. It might be interesting, for example, to get them to work on defining the academic discipline they're working on. Lists of terms kind of turn me off, Like D I'm more interested in whether or not the students can take part in a conversation about the nature of scholarly communications in a couple of disciplines. BTW, I think this xkcd is relevant: http://xkcd.com/675/
- John Dupuis
Just had a great conversation with the head of instruction here and am rethinking my overall approach to this course. I'll comment more when I get off the reference desk later this afternoon.
- Stephen Francoeur
Don't forget to take your stuff off Etherpad, if you wish to keep it.
- carolh
Wow, so do your students really know and understand all those concepts by the end of the semester?
- Joan
Joan: Don't know. I haven't taught the course yet (will be doing so for the first time this spring).
- Stephen Francoeur
I'm thinking now more about framing my course less on "how to library" and more on exploring how the process of inquiry and the process of researching what others have said will lead to knowledge or insight or argument. I want them to see how inquiry + research will lead to them to their own point of view. When I get a syllabus put together, I'll share it here.
- Stephen Francoeur
Stephen, that sounds like a good way to go about it.
- s t e v e
"How does normative sexuality manifest itself in librarianship? How can library collections, policies, and programming teach students to deconstruct heterosexuality–to view it as a specific identity, social class, and distinct sexual orientation instead of the default or “natural” class? For example, how might a librarian begin to shape scholarly inquiries by constructing subject guides that separate heterosexuality from Women’s, Gender, and Queer Studies? In other words, I tend to find many helpful guides that organize sexuality studies under a larger umbrella of Sexuality, Gender, Feminist, or Women’s studies; but I’m starting to wonder if those classifications are specific enough–if they isolate heterosexuality enough to be “interrogated” or questioned."
- cecily
from Bookmarklet
Speaking of defaults, why should a postmodernist, critical social "theory," cultural studies orientation to the world be the default basis for organizing these topics?
- Christopher A Carr
And why should librarians think it necessary to "shape scholarly inquiries" to conform with one particular academic orientation?
- Christopher A Carr
Yes, they should just bow to the patriarchy, and get on with implementing the dewey decimal system.
- Cliff Gerrish
*seconds cecily's sigh and adds one of her own*
- Katy S
I thought this was going to be about the "sexy librarian" look (sorry)... I have to wonder though how this line of reasoning would apply to "men's rights" or "white pride" movements.
- Jim Norris
The organization of texts is inherently political (an expression of power).
- Cliff Gerrish
Cliff: Right-wing blow-hard: Look, folks, see? Those Frenchy philosophy-spouting, neo-Marxists are trying to "shape" the very nature our children's inquiries!... I think the obfuscation-loving, Foucault and Derrida-spouting, "campus left," is, on whole, not doing the broader left in the US any favors.
- Christopher A Carr
Christopher, I can't tell if you're trying for satire or that this is how you really feel. If you're trying for satire, you're missing it. If this is how you really feel, I'm tired of it already.
- cecily
Jim, I think it could be applied to any area of scholarly inquiry (which is, I assume, is the original poster's point). If an academic is studying any culture/group that is considered the norm, the librarian's job is to support that area of investigation with resources, and materials that support that line of inquiry. The issue, as I see it, is that the dominant culture isn't studied in...
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- cecily
Cecily: I wish we had line breaks here. The part after "Right-wing blow-hard:" is my imaging what a "person" like Rush Limbaugh might do with this. It's my position that the jargon-y, post-etc left harms progressive efforts in the US.
- Christopher A Carr
Crushing dissent is so much more attractive when it comes from the left... Are you really afraid of what Rush Limbaugh thinks?
- Cliff Gerrish
Go derail a thread elsewhere, Cliff. Nobody's crushing anything here, and none of us are dumb enough to fall for your okey-doke. Moving on...
- cecily
Christopher: Thank you for the exposition. I thought maybe that's what you were going for, but my Spidey Senses were tingling in an uncomfortable way, and I didn't want to assume any further.
- cecily
I'm glad Christopher is here to say what I'm thinking. Less work for me.
- Eph Zero
I think I got lost in this "discussion" but if I'm even beginning to grasp anything from it then add me to the sighing. I don't know if librarians ought be "shaping scholarly inquiries" but we sure as hell ought be shaping and reshaping via active questioning the ways in which the outputs of those inquiries are organized, call it info/knowledge/scholarship or whatever. And that, my friends, will influence those inquiries.
- Mar₭ Liŋdŋer
I think a number of us got lost, Mark, but I'm curious why/if people reacted so strongly to the idea of a librarian shaping a line of scholarly inquiry. I would imagine in some academic libraries, that as members of the faculty, librarians are expected to contribute in some way to scholarship, aren't they? Or do we see the librarian's role as a support role alone?
- cecily
Oh, I agree with you cecily, especially in our own field or if one has subject qualification/knowledge in another area. but I can be longwinded so took the short road. I do think that in many ways librarians affect inquiry, intentionally and otherwise, and that sometimes that is a good thing. I could only object in certain specific cases & not in general.
- Mar₭ Liŋdŋer
I want to teach our gender/women's studies/sexuality students about how normative and just plain ancient library organization is (well, LC classes and LCSH primarily). What's interesting though is the extent to which librarians have been involved in these programs from the start. It's an interesting yin-yang reflection of our conservative-progressive selves.
- barbara fister
Sounds fascinating (and sadly true), barbara. I like the "yin-yang reflection" thoughts.
- Mar₭ Liŋdŋer
Hope Olson has written a lot on this, as has Sandy Berman.
- Pete
Well and I don't know :) But probably. I did an essay on classification so read a lot of their work. Coming from a Pol Sci background the notion that classification structures might reflect larger social structures was... easy to accept ;)
- Pete
I like Hope Olson, have heard her speak several times, and look forward to seeing/hearing her again. I will not discuss her research methods in polite conversation though.
- Mar₭ Liŋdŋer
Whew. I always think of George Costanza on the phone. "I'm calling for my test results. Negative? Oh, my God. WHY! WHY! WHY? What? What? Negative is good? Oh, yes of course! How stupid of me. Thank you. Thank you very much."
- s t e v e
Now that's cool! To simultaneously find out that you had to get tested for a tumor and that the test came back negative! In the words of the great Ah-nold, "It's notta tumuh!" Edit: oh wait, Aaron beat me to it... shoot... *kicks gravel*
- MASTER OF THE OBVIOUS
wow i missed this, that's great news! I'm glad you don't have a tumor
- Sir Shuping
There was nothing simultaneous about it, unfortunately. I just didn't mention it here. But yeah, I look forward to getting to the point where I can feel properly releaved. To that end, I'm headed to bed. Night, all.
- lris' ghost
from iPod
Indeed, Andy! My fiance and I both passed on some app that wanted that ability this morning ... and this one had no reason to need that capability.
- Mar₭ Liŋdŋer
Well, that makes sense. Of course, there is the notion that the Nation of Scholarship is also changing and maybe soon *we* will be the immigrants ;)
- Pete
equivalency between plagiarism and IP questions really squicks me. the former question is ethical, the latter legal.
- D0r0th34
malus in se and mala prohibita... is plagiarism wrong in itself, or just because it is 'outlawed'? And what of IP?...
- Pete
As I read that piece, it's saying that most college students don't understand the ethics of plagiarism--and has nothing to do with "digital natives," IP, or much of anything else. The piece could have been published two decades ago and said pretty much the same things (and been right, too). Or four decades ago...
- Walt Crawford
Walt, I agree -- also, I see little evidence among my students that there is a "Nation of Scholarship" emerging to which the digital native has special membership. Using Facebook does not prepare anybody for electronic scholarship practices.
- Mickey Schafer
The current ONLINE Magazine has a good article on the (lack of) brain-research evidence for revolutionary generational change (but some bigtime gurus make loads of money selling the concept, so...) Students failing to understand the reasons for original writing & good research: Nothing new, and a continual struggle.
- Walt Crawford
seems to me that article was talking out of both sides of its mouth. brain as plastic and flexible + differing generational experiences (which the article did not really dispute) = different generation, different brain. that the changes aren't GENETIC (which of course they're not) doesn't mean they're not THERE. the real criticism in the article is of the notion that experiences differ super-markedly based on age group.
- D0r0th34
It would be nice if the research on plagiarism within Writing Studies had been acknowledged. Rebecca Moore Howard's early work on patchwriting could have been useful to the conversation. The article references one of her books, but that's about it. Once again, the disciplines aren't talking to each other. So frustrating.
- Katy S
Trying to avoid threadjacking, but: Seems to me the Online article (which I read last night) was arguing for "generational" differences--but ones that aren't age-related so much as recent-experience related. The author *wants* there to be big generational differences (she makes that clear)--but the evidence is a little weak. (And I agree that plagiarism and IP issues shouldn't be conflated.)
- Walt Crawford
Walt - I agree. The article doesn't seem to make that distinction in the same way the blog post does. It's more a matter of differences in the way differences in technology change the way plagiarism is done. Also, the idea of plagiarism is a western cultural (and some would say capitalistic) concept. Different cultures have different ideas about appropriation and context in writing. But, that's another issue.
- Katy S
The issue of bad teaching regarding what plagiarism is, how to avoid it, how other folk's' work is used in scholarly communication--properly and not--has nothing thing to do with generational issues. As an undergrad at 40 I faced the same issues as the student who mentioned the lack of instruction in the article. Everyone said it was bad, don't do it, etc. and I *understood* the multiple reasons for that (Western/capitalist) attitude but it still sure as heck did not help me understand how NOT to do it.
- Mar₭ Liŋdŋer
And there--the cultural differences--are where IP might rear its ugly head. Cf. Tom Lehrer, "Lobachevsky" (spelling uncertain). The difference between research and plagiarism? For music, the difference between inspiration and copying? (Cf. Peter Schickele...) Not always simple questions. (I was about to say "Never simple questions," but since I've been ranting about universalisms...)
- Walt Crawford
Certainly plagiarism is technologically easier to do nowadays but that too is not relevant to generational issues.
- Mar₭ Liŋdŋer
And, oddly, it's not just that plagiarism is easier--it's that detecting (and, in my opinion, *over*-detecting) plagiarism is easier. (Over-detecting? When turnitin and other services yield results that, say, a sentence or two matches a source. If it's a paragraph or more, uncredited, that's a different story.)
- Walt Crawford
Very true, Walt! But that is one topic I am going to try very hard to stay out of.
- Mar₭ Liŋdŋer
Threadjack: Should I not have linked to this thread in a comment I just put on the original ACRLog post?
- Stephen Francoeur
Doesn't matter to me, Stephen, but then my feed is public. Can't/won't answer for anyone else, of course.
- Mar₭ Liŋdŋer
Is this is the Online Mag cite? -- "Digital Natives and Immigrants," Herther, Nancy K.. Online, Nov/Dec2009, Vol. 33 Issue 6, p14-21
- Joe
I'm going to try Turnitin this semester for the first time in the 10 years I've been at my current position. I've avoided it b/c it seems a bad model for dealing with scientific prose -- now, I'm curious to see how the program stacks up to my sense of what plagiarism may or may not be.
- Mickey Schafer
Joe: That's the citation. And, of course, you can always move forward to my column... (Or, sigh, to Peter Jacso's final column, after 15 years.)
- Walt Crawford
Mark -- you (and others) have made a good point about instructors failing to teach the "why" -- the cynical part of me suspects they don't know it or have absorbed the plagiarism-is-evil message without examining where it comes from. Purdue OWL used to have a great image that showed writing paradoxes encountered by new academic writers (like "say it in your own words" but "use expert...
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- Mickey Schafer
Mickey - Will you be sending all papers through turnitin or just ones you suspect of plagiarism? Do you plan to tell students you are doing this? There are a lot of ethical implications to using programs like this one. One that concerns many people is that each paper submitted to Turnitin is then stored and used by the company. Basically, they are profiting from the students' work, often without their consent.
- Katy S
Hi, Katy. I have every intention of telling students that I'm using it -- and I was planning on all work being submitted that way. There is a big push in my academic unit to go as paperless as possible, so I thought I'd try this out for one semester. I did know that Turnitin keeps the work -- it becomes part of the electronic record, and since one of the more common forms of cheating is...
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- Mickey Schafer
The why and how are both really important. The classes I teach, we get students who - in the plaintive words of one - "took engineering so I wouldn't have to write essays!" They don't know what citing *is*, they don't know why it's important, they don't know when to do it, and they don't know how to do it. So if we just launch into "Remember to cite and your lecturers want you using APA" it's worse than useless.
- Deborah Fitchett
Well, yes, it is an archive, but it is their archive that they use for their business. It isn't that they are publishing the students' papers, but they do profit from them. Rebecca Moore Howard, who I mentioned above, has created a number of bibliographies related to writing studies http://wrt-howard.syr.edu/bibs.... There are multiple bibs regarding plagiarism, including one for...
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- Katy S
One of the pedagogical problems I have with Turnitin and similar services is that some faculty use it to avoid having to teach about citation and plagiarism themselves. Instead of dealing with the conventions of writing and citing within their respective disciplines, they avoid the hard work of teaching students how to successfully complete the assignments for their courses and simply...
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- Katy S
Katy -- honestly, neither do I. But after a decade's refusing to use it with the intuitive claim that it won't work for my students, I feel like I owe the whole evidence-based movement something meatier. My plan is to give it a try for one semester and see what happens. I don't know that I'll submit an IRB for it (I don't know that I need to, but I'll check this out next week), but I'd...
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- Mickey Schafer
Katy and Deborah -- I totally agree that there is a developmental process with citation use and scholarly writing, regardless the discipline. It's why I have one of the more lenient set of practices amongst my colleagues. I discuss unintentional versus intentional plagiarism, I give NG (no grade) instead of F when work comes in clearly plagiarized, but also clearly not intentionally so...
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- Mickey Schafer
I'd love to find a short treatment of the philosophical/historical differences behind the various citation styles -- does anyone have a recommendation?
- Mickey Schafer
Mickey, thanks for the shameless plug. I'm printing it & will look it over this evening (hopefully). Most of my writing is humanities-based but I do a lot of reading in the sciences, too, so hopefully I can find the boundary crossing/applicable material.
- Mar₭ Liŋdŋer
Hope it works for you, Mark -- feel free to send comments my way!
- Mickey Schafer
Mickey - check out this bibliography on citations: http://wrt-howard.syr.edu/Bibs... . The titles by Bazerman are about APA. The Connors' articles have a broader focus. There are several other articles covering citation history in the list, too.
- Katy S
Wow, it's so gratifying to read through so many comments! Though I think I've unintentionally sown confusion with the title of my post. The original article by Lori Power didn't specifically pin problems with understanding plagiarism on this current generation of college students. I gave my blog post its title mostly to highlight that undergrads are new to academia, which of course has...
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- Maura Smale
Hi Maura! I think it is important to remind academics -- particularly the newest ones like grad students -- that undergrads are new to the process. A point that is less well represented and that we all tend to ignore is that the vast majority of our students don't want to become academics -- I think this becomes a kind of cultural problem b/c we tend to treat undergrads like newly...
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- Mickey Schafer
In a meeting a tutor- who had just left legal practice- said that plagiarism was not an issue in 'real world' situations.
- Pete
That's my experience, too, Pete. In fact, Walt Crawford remarked on a discussion on "self plagiarism" that only in academics is that a crime...in the real world, it's considered a smart survival strategy! (Did I get that close enough, Walt?)
- Mickey Schafer
I can't get to the original article b/c it costs $$. Sigh. But the study referred to in the abstract sounds interesting, and not so different in results from one called "Your Brain on Google" which also found that adults who were more experienced searchers used more parts of their brains while using the net.
- Mickey Schafer
Mickey: It's more than close enough. For freelance writers, reusing your own material is absolutely a survival strategy. Sometimes it's explicit (my Online column is typically based on Cites & Insights essays), sometimes just done. Usually, you're aiming at different audiences or in different media. And it's not plagiarism: It's creative recycling.
- Walt Crawford
Which is not to say that I don't understand why creative recycling is frowned upon in scholarly articles and actual research. Different conditions for different kinds of writing.
- Walt Crawford
One of the things I always loved about reading American Scientist is that the articles are written by the scientists themselves -- but for an educated lay audience. That is certainly an instance of creative re-purposing. Of course, there's no credit given for such activity (I don't think those kinds of publications count toward tenure, for instance), but they probably do segue into...
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- Mickey Schafer
What you mention is just one of the many reasons that I find Winer's comments on blogging--and I know his relationship to the platform--beyond absurd!
- Mar₭ Liŋdŋer