ABSTRACT
Plagiarism is a growing concern in the global educational arena and there are concerns that it is increasing, particularly with access to digitized information (Park, 2003, p.471). In the last few chapters we have looked at concepts of plagiarism from a legal perspective and how this plays out in plagiarism policies around the world. The six-element definitional model is presented as one way in which teachers can examine the policies of their own institutions and reflect upon the way in which plagiarism is perceived in their own teaching and learning settings. In this chapter, other lenses through which plagiarism can be perceived are explored-specifically through the eyes of literary and cross-cultural theorists, researchers and teachers. The focus is on researchers and teachers in academic
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Zealand, the United Kingdom and the United States. The teachers range from very experienced to first-time teachers and they share their concerns and insights about plagiarism in academic writing. These teachers challenge some current ideas and practices around plagiarism management because many current approaches do not seem to be reducing plagiarism. They also call for a re-examination of university and college approaches to plagiarism, particularly where institutional policies reflect only one culturally and historically contingent view of authorship. Many teachers and classroom researchers adhere to the idea that texts are socially constructed and so they consider it is essential to gauge the extent to which other factors are involved in the creation of a text. Of course, individual approaches to teaching, modes of assessment used and the inherent construction and distribution of power in the classroom also shape notions of academic writing. All these factors contribute to mold students’ approaches to learning.
