Information Literacy And Web 2.0

The Wild, Wild Wiki Wiki / Wiki Writing: Collaborative Learning in the College Classroom

noreply@blogger.com (Gerry McKiernan) — Tue, 03 Jun 2008 16:42:00 +0000

Friends/

I've Made A Major (Re)Discovery Today That I Believe/Hope Will Be Of Wide Interest.

/Gerry

The Wild, Wild Wiki / Wiki Writing: Collaborative Learning in the College Classroom

[http://www.flickr.com/photos/mushon/245403938/]

THE WIKI

The Wild, Wild Wiki

Table of Contents

Volume Preface
Robert E. Cummings, Columbus State University, and Matt Barton, St. Cloud State University

Volume Introduction

“WhatWas a Wiki, and Why Do I Care? A Short and Usable History of Wikis”/ Robert E. Cummings, Columbus State University / 18 pages

Wikis and the Scholarship of Teaching and Learning

Chapter 1: “Wikis in the Classroom: A Taxonomy” / Mark Phillipson, Columbia University / 42 pages

Chapter 2: “Wiki Justice, Social Ergonomics, and Ethical Collaborations” / Jonah Bossewitch, Columbia University ; John Frankfurt, Columbia University ; Alexander Sherman, Civic Consulting Alliance ; Robin D.G. Kelley, Columbia University / 38 pages

Chapter 4: “Building Learning Communities with Wikis” / Dan Gilbert, Stanford University ; Helen L. Chen, Stanford University ; Jeremy Sabol, Stanford University / 28 pages

Chapter 5: “Content and Commentary: Parallel Structures of Organization and Interaction on Wikis” / Will Lakeman, Independent Scholar / 21 pages

Wikis in Composition and Communication

Chapter 3: “Disrupting Intellectual Property: Collaboration and Resistance in Wikis” / Stephanie Vie, Fort Lewis College ; Jennifer deWinter, University of Arizona / 19 pages

Chapter 9: “Wiki Lore and Politics in the Classroom” / Cathlena Martin, University of Florida Lisa Dusenberry, University of Florida / 16 pages

Chapter 10: “An (Old) First-Timer's Learning Curve: Curiosity, Trial, Resistance, and Accommodation” / Bob Whipple, Creighton University / 15 pages

Chapter 12: “Above and Below the Double Line: Refactoring and that Old-Time Revision” / Michael C Morgan, Bemidji State University / 17 pages

Chapter 13: “Success Through Simplicity: On Developmental Writing and Community of Inquiry.” / John W. Maxwell, Simon Fraser University ; Michael Felczak, Simon Fraser University / 20 pages

Chapter 14: “Wiki as Textshop: Constructing Knowledge in the Electronic Classroom” / Thomas J. Nelson, University of Texas, Austin / 10 pages

Wikis and the Higher Education Classroom

Chapter 6: “Is there a Wiki in this Class? Wikibooks and the Future of Higher Education” / Matt Barton, St. Cloud State University / 23 pages

Chapter 7: “Agency and Accountability: The Paradoxes of Wiki Discourse” / Daniel Caeton, University of California, Davis / 17 pages

Chapter 8: “One Wiki, Two Classrooms” / David Elfving, University of Illinois, Chicago ; Ericka Menchen-Trevino, Northwestern University / 10 pages

Chapter 15: “Glossa Technologia: Anatomy of a Wiki-Based Annotated Bibliography” / Ben McCorkle, Ohio State University, Marion / 9 pages

Source

[http://www.wildwiki.net/mediawiki/index.php?title=Main_Page]

THE PRINTED BOOK

Wiki Writing: Collaborative Learning in the College Classroom / Robert Cummings and Matt Barton, Editors /

An indispensable and engaging guide to using wikis in the classroom

About the Book

"Wiki Writing will quickly become the standard resource for using wikis in the classroom." / Jim Kalmbach, Illinois State University

When most people think of wikis, the first---and often the only---thing that comes to mind is Wikipedia. Robert E. Cummings and Matt Barton, the editors of Wiki Writing: Collaborative Learning in the College Classroom, have assembled a collection of essays which challenges this common misconception, providing an engaging and helpful array of perspectives on the many pressing theoretical and practical issues that wikis raise. Written in an accessible manner that will appeal to specialists and novices alike, Wiki Writing draws on a wealth of practical experiences to offer a series of detailed suggestions about how educators can realize the potential of these new writing environments.

Robert E. Cummings is Assistant Professor of English and Director of First-year Composition at Columbus State University. He also serves as the Writing Specialist for CSU's Quality Enhancement Plan, assisting teachers across campus in their efforts to maximize student writing in their curriculum.

Matt Barton is Assistant Professor at St. Cloud State University, Department of English. He is an Assistant Editor of Kairos [http://english.ttu.edu/Kairos/] and an Associate Editor of Kairosnews [http://kairosnews.org/].

/ 6 x 9 / 312 pgs. / 30 figures / 6 tables / ISBN 978-0-472-11671-3 / $24.95 / Forthcoming /

Publisher Site

[http://www.press.umich.edu/titleDetailDesc.do?id=234436]

Related

Disruptive Scholarship

MediaCommons: A Digital Scholarly Network

Using Wikipedia to Reenvision the Term Paper

Wikipedia Writing

Information Literacy Meets Library 2.0

noreply@blogger.com (Gerry McKiernan) — Wed, 21 May 2008 19:14:00 +0000

Information Literacy Meets Library 2.0

Peter Godwin and Jo Parker, editors

Web 2.0 technologies have been seen by many information professionals as critical to the future development of library services. This has led to the use of the term Library 2.0 to denote the kind of service that is envisaged. There has been considerable debate about what Library 2.0 might encompass, but, in the context of information literacy, it can be described as the application of interactive, collaborative, and multimedia technologies to web-based library services and collections.

These developments challenge librarians involved in information literacy with more complex and diverse web content, a range of exciting new tools with which to teach, and a steep learning curve to adjust to the constant change of the Web 2.0 world.

This edited collection from an international team of experts provides a practically-based overview of emerging Library 2.0 tools and technologies for information literacy practitioners; addresses the impact of the adoption of these technologies on information literacy teaching; provides case study exemplars for practitioners to help inform their practice; and examines the implications of Library 2.0 for the training of information literacy professionals.

Key topics include:

School Library 2.0: new skills and knowledge for the future
Information literacy, Web 2.0 and public libraries
The blog as an assessment tool
Using Wikipedia to eavesdrop on the scholarly conversation
Information literacy and RSS feeds
Library instruction on the go: podcasting
Sparking Flickrs of insight into controlled vocabularies and subject searching
Joining the YouTube conversation to teach information literacy
Going beyond Google
Teaching information literacy through digital games

This book will be essential reading for all library and information practitioners and policy makers with responsibility for developing and delivering information literacy programmes to their users. It will also be of great interest to students of library and information studies.

March 2008; 200pp; hardback; 978-1-85604-637-4: £39.95

Publisher Site

[http://www.facetshop.co.uk/mm5/merchant.mvc?Screen=PROD&Store_Code=1&Product_Code=637-4]

Companion Blog
[http://infolitlib20.blogspot.com/]

Pluralizing Plagiarism: Identities, Contexts, Pedagogies

noreply@blogger.com (Gerry McKiernan) — Tue, 20 May 2008 18:08:00 +0000

Pluralizing Plagiarism: Identities, Contexts, Pedagogies

Rebecca Moore Howard, Syracuse University , Amy Robillard

/ ISBN 0-86709-595-4 / 978-0-86709-595-1 / 2008 / 192pp / Paperback / Imprint: Boynton/Cook

Availability: In Stock / Grade Level: College / List Price: $22.00 /

The recent cases of Doris Kearns Goodwin and Kaavya Viswanathan demonstrate that plagiarism is a hot-button issue. It is also pervasive, occurring in universities, four-year colleges, community colleges, and secondary schools. In graduate programs, international classrooms, and multicultural classrooms. In writing centers and writing-across-the-curriculum programs. In scholarly publications and the popular media.

How do we understand a literacy practice that is simultaneously so abhorred and so present in the lives of both beginning and advanced writers, students, and Pulitzer Prize winners? Pluralizing Plagiarism offers multiple answers to this question—answers that insist on taking into account the rhetorical situations in which plagiarism occurs.

While most scholarly publications on plagiarism mirror mass media’s attempts to reduce the issue to simple black-and-white statements, the contributors to Pluralizing Plagiarism recognize that it takes place not in universalized realms of good and bad, but in specific contexts in which students’ cultural backgrounds often play a role. Teachers concerned about plagiarism can best address the issue in the classroom—especially the first-year composition classroom—as part of writing pedagogy and not just as a matter for punishment and prohibition.

Pluralizing Plagiarism opens a productive dialogue about what is at stake in plagiarism—one that approaches the topic with students rather than for or about them. Leading the way toward curricular reform, its contributors take student work seriously and, therefore, encourage teachers to take student writing and learning seriously.

Table Of Contents

Introduction: Plagiarisms, Amy E. Robillard and Rebecca Moore Howard

1. Man Bites Dog: The Public, the Press, and Plagiarism, Michele Eodice
2. Situating Plagiarism as a Form of Authorship: The Politics of Writing in a First-Year Writing Course, Amy E. Robillard
3. Time Is Not on Our Side: Plagiarism and Workload in the Community College, Kami Day
4. Where There’s Smoke, Is There Fire? Understanding Coauthorship in the Writing Center,
Tracy Hamler Carrick
5. One Size Does Not Fit All: Plagiarism Across the Curriculum, Sandra Jamieson
6. Plagiarizing (from) Graduate Students, Rebecca Moore Howard
7. “Thou Shalt Not Plagiarize”? Appealing to Textual Authority and Community at Religiously Affiliated and Secular Colleges, T. Kenny Fountain and Lauren Fitzgerald
8. Intertextuality in the Transcultural Contact Zone, Celia Thompson and Alastair Pennycook
9. We Never Wanted to Be Cops: Plagiarism, Institutional Paranoia, and Shared Responsibility, Chris M. Anson
10. Beyond Plagiarism, Kathleen Blake Yancey

Afterword: Plagiarism, Difference, and Power, Bruce Horner

Source

[http://www.boyntoncook.com/products/E01107.aspx]

Table of Contents and Introduction

[http://www.boyntoncook.com/shared/onlineresources/E01107/Howard0595Sample.pdf]

noreply@blogger.com (Gerry McKiernan) — Sat, 17 May 2008 18:27:00 +0000

Originality, Imitation, and Plagiarism: Teaching Writing in the Digital Age

Caroline Eisner and Martha Vicinus, Editors

A timely intervention in national debates about what constitutes original or plagiarized writing

This collection is a timely intervention in national debates about what constitutes original or plagiarized writing in the digital age. Somewhat ironically, the Internet makes it both easier to copy and easier to detect copying. The essays in this volume explore the complex issues of originality, imitation, and plagiarism, particularly as they concern students, scholars, professional writers, and readers, while also addressing a range of related issues, including copyright conventions and the ownership of original work, the appropriate dissemination of innovative ideas, and the authority and role of the writer/author. Throughout these essays, the contributors grapple with their desire to encourage and maintain free access to copyrighted material for noncommercial purposes while also respecting the reasonable desires of authors to maintain control over their own work.

Both novice and experienced teachers of writing will learn from the contributors' practical suggestions about how to fashion unique assignments, teach about proper attribution, and increase students' involvement in their own writing. This is an anthology for anyone interested in how scholars and students can navigate the sea of intellectual information that characterizes the digital/information age.

Table of Contents

Introduction / Caroline Eisner and Martha Vicinus / 1

ORIGINALITY

Choosing Metaphors / Jessica Litman / 13
On Ethical Issues in Publishing in the Life Sciences / Gilbert S. Omenn / 27
Reviewing the Author-Function in the Age of Wikipedia / Amit Ray and Erhardt Graeff /39
Internet and Open-Access Publishing in Physics Research / Gordon Kane /48
Do Thesis Statements Short-Circuit Originality in Students’ Writing? / Anne Berggren /53
Cloud Gate: Challenging Reproducibility / Jeff Ward /64

IMITATION

Genres as Forms of In(ter)vention / Anis Bawarshi / 79
When Copying Is Not Copying: Plagiarism and French Composition Scholarship / Christiane Donahue / 90
The Dynamic Nature of Common Knowledge / Amy England / 104
Instinctual Ballast: Imitation and Creative Writing / Christina Pugh /114
The Anthology as a Literary Creation: On Innovation and Plagiarism in Textual Collections / Christopher M. Kuipers /122
Economies of Plagiarism: The i-Map and Issues of Ownership in Information Gathering /
Kim Walden and Alan Peacock / 133
“Fair Use,” Copyright Law, and the Composition Teacher / Martine Courant Rife /145

PLAGIARISM

History and the Disciplining of Plagiarism / Michael Grossberg / 159
Plagiarism and Copyright Infringement: The Costs of Confusion / Laura J. Murray / 173
Plagiarism, a Turnitin Trial, and an Experience of Cultural Disorientation / Lisa Emerson / 183
Academic Plagiarism and the Limits of Theft / Stefan Senders / 195
Insider Writing: Plagiarism-Proof Assignments / Lynn Z. Bloom / 208
Plagiarism across Cultures: Is There a Difference? / Joel Bloch / 219
Framing Plagiarism / Linda Adler-Kassner, Chris M. Anson, and Rebecca Moore Howard / 231

Selected Bibliography 247
Contributors 253
Index 259

[http://www.press.umich.edu/pdf/9780472070343-toc.pdf]

Amazon Search Inside

[http://www.amazon.com/Originality-Imitation-Plagiarism-Teaching-Writing/dp/0472050346]

DIGITAL CULTURE BOOKS:

A Collaborative Imprint of the University of Michigan Press and Library

[http://www.press.umich.edu]

Interview With The Editors In Inside Higher Education

[http://www.insidehighered.com/news/2008/04/03/writing]

/ 6 x 9. 280 pgs. 4 tables, 1 figure / (2008) / Cloth : 978-0-472-07034--3 : $70.00 / Paper : 978-0-472-05034-5 : $26.95 /

SOURCE

[http://www.press.umich.edu/titleDetailDesc.do?id=287891]

Student Plagiarism in an Online World: Problems and Solutions

noreply@blogger.com (Gerry McKiernan) — Wed, 14 May 2008 17:35:00 +0000

Student Plagiarism in an Online World: Problems and Solutions

Edited By: Tim S. Roberts, Central Queensland University, Australia
ISBN: 978-1-59904-801-7 / Hard Cover / Publisher:
Information Science Reference / Pub Date: December 2007 /
Pages: 320 / List Price: US$180.00 / US$ 132.00 E-Version

Free Access to the Online Version When Your Library Purchases a Print Copy

Description: Twenty years ago, plagiarism was seen as an isolated misdemeanor, restricted to a small group of students. Today it is widely recognized as a ubiquitous, systemic issue, compounded by the accessibility of content in the virtual environment.

Student Plagiarism in an Online World: Problems and Solutions describes the legal and ethical issues surrounding plagiarism, the tools and techniques available to combat the spreading of this problem, and real-life situational examples to further the understanding of the scholars, practitioners, educators, and instructional designers who will find this book an invaluable resource.

[http://www.igi-pub.com/reference/details.asp?ID=7031]

Topics Covered:
Alternatives to plagiarism
Assessing textual plagiarism
Assignments that support original work
Blogging and plagiarism
Contract cheating
Contributing factors to online plagiarism
Controlling plagiarism
Educating students
Information revolution
Lecturer attitudes toward plagiarism
Plagiarism and international students
Plagiarism and the community college
Plagiarism as an ethical issue
Plagiarism detection systems
Plagiarism prevention
Plagiarism-related behaviors
Student perspective of plagiarism
Unintentional plagiarism
Writing as a developmental skill

[http://www.igi-pub.com/reference/details.asp?ID=7031&v=topicsCovered]

Table of Contents:

Section I: Some Groundwork

Chapter I: Student Plagiarism in an Online World: An Introduction Tim S. Roberts, Central Queensland University, Australia
Chapter II: A Student Perspective of Plagiarism Craig Zimitat, Griffith University, Australia
Chapter III: Controlling Plagiarism: A Study of Lecturer Attitudes Erik J. Eriksson, Umeå University, Sweden Kirk P. H. Sullivan, Umeå University, Sweden

Section II: Two Particular Case Studies

Chapter IV: Dealing with Plagiarism as an Ethical Issue Barbara Cogdell, University of Glasgow, UK Dorothy Aidulis, University of Glasgow, UK
Chapter V: Working Together to Educate Students Frankie Wilson, Brunel University, UK Kate Ippolito, Brunel University, UK

Section III: EFL and International Students

Chapter VI: EFL Students: Factors Contributing to Online Plagiarism Teresa Chen, California State University, USA Nai-Kuang Teresa Ku, California State University, USA
Chapter VII: International Students: A Conceptual Framework for Dealing with Unintentional Plagiarism Ursula McGowan, The University of Adelaide, Australia
Chapter VIII: International Students and Plagiarism Detection Systems: Detecting Plagiarism, Copying, or Learning? Lucas D. Introna, Lancaster University Management School, UK Niall Hayes, Lancaster University Management School, UK

Section IV: Two Specific Issues

Chapter IX: Plagiarism and the Community College Teri Thomson Maddox, Jackson State Community College, USA
Chapter X: The Phenomena of Contract Cheating Thomas Lancaster, Birmingham City University, UK Robert Clarke, Birmingham City University, UK

Section V: Prevention is Better than Cure

Chapter XI: Prevention is Better than Cure: Addressing Cheating and Plagiarism Based on the IT Student Perspective Martin Dick, RMIT University, Australia Judithe Sheard, Monash University, Australia Maurie Hasen, Monash University, Australia
Chapter XII: Plagiarism, Instruction, and Blogs Michael Hanrahan, Bates College, USA
Chapter XIII: Minimizing Plagiarism by Redesigning the Learning Environment and Assessment Madhumita Bhattacharya, Athabasca University, Canada and Massey University, New Zealand Lone Jorgensen, Massey University, New Zealand
Chapter XIV: Expect Originality! Using Taxonomies to Structure Assignments that Support Original Work Janet Salmons, Vision2Lead, Inc., USA

Section VI: Two Looks to the Future

Chapter XV: Substantial, Verbatim, Unattributed, Misleading: Applying Criteria to Assess Textual Plagiarism Wilfried Decoo, Brigham Young University, USA and University of Antwerp, Belgium
Chapter XVI: Students and the Internet: The Dissolution of Boundaries Jon R. Ramsey, University of California, Santa Barbara, USA

[http://www.igi-pub.com/reference/details.asp?ID=7031&v=tableOfContents]

Preface

[http://www.igi-pub.com/reference/details.asp?ID=7031&v=preface]

Introduction

[http://www.igi-pub.com/downloads/excerpts/reference/IGR4674_Le4VKS5ELI.pdf]

Contributors

[http://www.igi-pub.com/reference/details.asp?ID=7031&v=contributors]

Brochure

[http://www.igi-pub.com/downloads/pdf/Roberts_brochure.pdf]

Disruptive Scholarship: An Idea Whose Time Has Come: (Re)Use / (Re)Mix / (Re)New

noreply@blogger.com (Gerry McKiernan) — Tue, 29 Apr 2008 17:01:00 +0000

3rd International Plagiarism Conference
"Transforming Practice for an Authentic Future"

23 - 25 June 2008 / City Campus East, Northumbria University / Newcastle-upon-tyne, UK /

Day 2 Wednesday 25th June 2008
2.00 pm - 3.00 pm
Keynote 4
Gerry McKiernan
Iowa State University, US.

Hadrian's Wall is a stone and turf fortification built by the Roman Empire across the width of modern-day England. ... [It was] 117 kilometres long, ... [I]ts width and height [were] dependent on the construction materials [that] ... were available nearby. ... [T]he wall in the east follow[ed] the outcrop of a hard, resistant igneous diabase rock escarpment. ... Local limestone was used in the construction, except for ... section[s] in the west ... where turf was used instead ... . The Broad Wall was initially built with a clay-bonded rubble core and mortared dressed rubble facing stones, but this seems to have made it vulnerable to collapse, and repair with a mortared core was sometimes necessary.... [I]n time ... [Hadrian's] Wall was abandoned and fell into ruin. Over the centuries and even into the twentieth century a large proportion of the stone was reused in other local buildings.

[http://en.wikipedia.org/wiki/Hadrian]

Throughout history, humans have (re)used local resources to create not only buildings and fortifications, but monuments, roads, and a wide variety of other structures. For countless generations, artists, composers, and writers have freely incorporated elements from local and distant cultures to create new visual, musical, and textual forms.

In The Web 2.0 World, the open (re)combination of multiple media has become commonplace in many venues, practices that Lawrence Lessig [http://lessig.org/], founder of Creative Commons [http://en.wikipedia.org/wiki/Creative_Commons], and others, would characterize as emblematic of a 'Remix ' or 'Read/Write' culture. Indeed, from his point of view, “the health, progress, and wealth creation of a culture is fundamentally tied to this participatory remix process” [http://en.wikipedia.org/wiki/Remix_culture].

In the recently-released Horizon Report 2008 - a joint publication of the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI), six emerging information technologies and practices that are expected to significantly impact educational organizations are profiled: Grassroots Video, Collaborative Webs, Mobile Broadband, Data Mashups, Collaborative Intelligence, and Social Operating Systems
[http://www.nmc.org/pdf/2008-Horizon-Report.pdf].

In this presentation, we will review the Read/Write Traditions of the Arts, Humanities, and Sciences; analyze key Past / Present / Future Participatory Technologies; and explore the potential of Web 2.0 for creating/fostering Disruptive Learning / Scholarship / Teaching in the 21st century.

DIRECTOR'S CUT NOW AVAILABLE AT:

[http://www.public.iastate.edu/~gerrymck/IPC2008-DC.ppt]

Full Programme With Keynote And Guest Speaker Bios Available At:

[http://www.plagiarismconference.co.uk/programme.php]

Information Literacy Skills: Teaching/Learning In The Web 2.0 Environment

noreply@blogger.com (Gerry McKiernan) — Sat, 19 Apr 2008 20:40:00 +0000

Colleagues/

I will be one of four keynote speakers at the 3rd International Plagiarism Conference "Transforming practice for an authentic future" to be held June 23-25 2008, City Campus East, Northumbria University, Newcastle-upon-Tyne, UK.

[http://www.plagiarismconference.co.uk/index.php]

I have been asked to discuss

"The Challenges and Opportunities of Development of Information Literacy Skills for Students and Teaching and Learning in the Web 2.0 Environment"

I Would Greatly Appreciate Cites / Sites to Any / All Relevant Articles / Studies / Reports / WebSources that Address / Consider / Discuss these issues In / Out of the Plagiarism Context.

While I'm Interested In Any / All Disciplines, I Have A Particular Interest In The Sciences / Technology Higher Education Environment.

***PLEASE POST YOUR RECOMMENDATIONS AS A COMMENT TO THIS BLOG***

Thanks A Million!

/Gerry

Launch of Information Literacy and Web 2.0 Blog

noreply@blogger.com (Gerry McKiernan) — Sat, 19 Apr 2008 20:30:00 +0000

The Information Literacy and Web 2.0 Blog was formally launched on April 19, 2008.