What are the most effective ways to teach students about plagiarism in academic writing?

Some of the works requires prior written permission before we even cite it. Some of the works doesn't require prior permission, however by giving due acknowledgements and credits one can review others work and reproduce it without tampering it's main theme or ideas. Giving proper citation , reference and acknowledgement is equally important when we refer and use others works (the information about whether a particular work requires prior permission or not will be available with the work itself)

The most effective way to teach at school level is to engage students with some independent task where they need to research on their own to complete the task. Teachers could define plagiarism and highlight the consequences of plagiarism while assigning the task. In addition teachers must provide activities such as citation and how express ideas in their own words after research. Overall teacher must also make it clear to them that there are tools such as "Safe Assign" which could calculate percentage of plagiarism in any work.

This requires you to first identify and trace how effective your internal department policies are with respect to integrity issues. Do you have a clear penalty system and if so, who deploys it? What evidence is needed to support it? Meanwhile, how do you refer these issues to the relevant digital skills and support teams towards improving a broader system of support for students? It's not sufficient to deploy just penalities, we need to build solutions around them to ensure they do not happen again.

Students should have support for citation and referencing. However, the conversations tend to focus on the mechanics and process. More important is to discuss why it is important and to foster a positive culture of academic integrity.

It's also important to show them how, thanks to a range of software alongside AI tools, we can now quickly and easily arrange citations, reformat them and correct typographical issues. One of the biggest issues is ensuring students know how to cite, but also the language around citations. There are different formatting styles as well as systems, which can make it very challenging for students to identify how and what vocabulary they should use in order to maintain integrity in their written work. Showing them different citing styles and methods early is important to stop overwhelming them.

In addition to marking essays and providing critical feedback you should also consider how and what feedback is needed in reference lists and styles. From a teaching perspective you should model the expectations of good academic writing early on. There is no reason that young school age children can't be taught to cite it right, and this requires rewards systems in schools as well as cross disciplinary collaboration to ensure such systems can be upheld.

Fostering a positive culture is the most important aspect of academic integrity. Too often, the conversation focuses on consequences and identifying issues. A shared responsibility for promoting and recognising good academic practice is far more impactful.

Goes beyond writing and should also include media. Students grab videos and images and embed them in presentations without always providing credits or citations.

Plagiarism can often happen due to lack of understanding. Rather than ridicule or automatically assume deception we need to engage students as partners through a learninf philosophy where we work with them to determine better practices in their future learning.

For younger learners, academic integrity can be challenging. Using the PYP Learner Profile traits as a connection to ideas around academic integrity has been added to our policy document: Balanced: use varied strategies to cite information from a variety of sources Thinker: consider the best approaches to obtaining and reporting information Communicator: clearly report how information was accessed and interpreted Inquirers: explore sources of information to find answers to research questions Principled: “act with integrity and honesty as we question, inquire and act” (Academic Honesty in the IB Educational Context, 2016, p.3)