ABSTRACT
The scope of influences begins with intertextuality, the relationships between a text and its antecedents and context. This chapter looks briefly at one of the structures that support but also impede explicit intertextuality, referencing systems. Then it considers how our tools are reshaping literacy practices and may be affecting our understanding of intertextuality. Among these tools is plagiarism detection software (PDS), which is narrowing our understanding of intertextuality. Finally, the chapter suggests how source use might be better taught. Based on their study of students' digital literacies, Lea and Jones provide a vivid example of this movement from online sources to new text. Reading students' work within a framework of plagiarism detection is exceptionally damaging to the educational experience, both for students and for their teachers. Understanding intertextuality means leaving the certainties, the black and white choices, of the typewriter century and accepting and teaching a more complicated relationship between authors and sources.
