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Research, Paper and References




PLICT Research Project

Research into the use of the strategy conducted as part of a Professional Learning in ICT (PLICT) project.

Conference paper

The Critical Role of Pedagogy in Plagiarism Prevention: The Unley Ten Point Counter Plagiarism Strategy. A Paper presented by Graham Taylor at the Academic Integrity: Plagiarism and other Perplexities Conference, Adelaide, November 2003,



PLICT Research Project Report - Abstract
With increasing reliance on online learning, the problem of plagiarism is growing exponentially. The 10-point Counter Plagiarism Strategy, developed at Unley HS, is a holistic approach, drawing together sound practice, principles of e-learning and creative uses of ICT into a powerful pedagogy to enhance teaching. By designing tasks thoughtfully, being explicit about processes, attending to the functions of language, rewarding process as well as product, developing students’ ethical intelligence and using simple strategies to detect theft of intellectual property, it is possible to significantly reduce or eliminate plagiarism.

The research project aimed firstly to make these elements readily available on the web and a site was developed at Secondly, it aimed to find out the extent to which this resource supports teachers. Participants found the site to be very useful and it stimulated discussion about pedagogy. An unanticipated finding was that even Reception/Junior Primary teachers felt the site useful and applicable to their work.


Conference paper - Abstract
The plagiarism debate is typically characterised as a problem of either teach-them-to-be-good or catch-them-at-it. By themselves, neither approach has a realistic chance of success because teaching and learning processes are ignored. By locating blame with the students, educators unconsciously absolve themselves of responsibility to examine their pedagogy. This paper argues that a new paradigm is essential and it describes the multi-faceted approach of the 10step Counter Plagiarism Strategy developed at Unley High School. A fundamental assumption in designing a task is that a student will go through a process or a number of processes, during which the desired learning should happen, in order to come up with the product that is then assessed. However, the subversive student seeking shortcuts sees only the requirement to deliver the paper and these can be obtained wholesale in well-documented ways. By designing tasks more thoughtfully, being explicit about processes, paying attention to the functions of language and rewarding the process as well as the product it is possible to significantly increase the difficulty of plagiarism and therefore reduce its incidence. Educators also need to contribute to the development of students’ ethical intelligence and be aware of methods used by plagiarists as well as simple strategies to detect theft of intellectual property. While the examples discussed are from the secondary sector a challenge is issued to all primary, secondary and tertiary educators to reflect on their practice and consider how these strategies might be adapted to their own circumstances.

Keywords: assessment, ethics, learning, literacy, plagiarism, questioning, higher-order-thinking

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McKenzie, J. 2000, Questioning, Research and the Information Literate School, FNO Press, Washington - NB; I have found all Jamie McKenzies books to be stimulatling reading as is a visit to his website at

Sharka, J. 2002, Plagiarism Stoppers: A Teacher's Guide,
Fewster, S. 2002, ‘Students fail exam in cheating study’, The Advertiser, Aug 3, p. 15, Adelaide

Tjomsland, P. 2002, ‘Ethics 101: Cheating, Plagiarism, Site Evaluation, Copyright and Your Students, Connected Classroom Conference’, Seattle 2001,

Laurie, V. 2003, ‘Unoriginal sins’, The Weekend Australian Magazine, July 19, p 17

Midolo and Scott, 2003, ‘Teach Them to Copy and Paste’,

Werhane, P. H., 1999, Moral Imagination and Management Decision-making, OUP, New York






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