Using the Low Ground to Get High: The Pedagogic Value of Teaching Plagiarism

Author: 
Barris, Ken
Place: 
Oxon
Publisher: 
Taylor & Francis Group
Date published: 
2019
Record type: 
Journal Title: 
Current Writing
Source: 
Current Writing: Text and Reception in Southern Africa, Vol. 31, No. 1, May 2019 , pp. 62-70
Abstract: 

The discourse around plagiarism usually advocates a range of approaches from punitive to developmental. I argue, however, that the practice of plagiarism is a rational response to the complexity of learning academic discourse, and that it presents a student-owned learning asset that teachers should exploit. Instead of suppressing plagiarism as the first resort, its techniques should be taught as a platform for the acquisition of legitimate information literacy practices. I draw on studies which provide evidence of a developmental sequence in the acquisition of illegitimate skills of plagiarism, particularly located in the practice of patchwriting, and argue that this sequence should be positively exploited by teachers.

Language: 

CITATION: Barris, Ken. Using the Low Ground to Get High: The Pedagogic Value of Teaching Plagiarism . Oxon : Taylor & Francis Group , 2019. Current Writing: Text and Reception in Southern Africa, Vol. 31, No. 1, May 2019 , pp. 62-70 - Available at: http://library.africa-union.org/using-low-ground-get-high-pedagogic-value-teaching-plagiarism

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