Reaching A Consensus: Plagiarism In Non-Text Based Media
Susan Orr
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Abstract
This was written some years ago and it reports on a project that looked at visual plagiarism in art and design education. AbstractThere has been considerable work recently on all aspects of text-based plagiarism; however, there has been little exploration of non-text based plagiarism, particularly in the area of visual forms of communication. Yet many students now move regularly between text and visual representation of their own ideas and the ideas of others. As a result, differing rules of acceptability in the visual area can cause confusion for the same students in text-based areas. This case study presents information about issues of plagiarism and students‘ work gained through working with art and design academic staff. Examples of general statements which can be used in art and design teaching are given as well as a series of student activities; these can be adopted not only by other art and design staff but also by those teaching classes which have visual components. Clarifying plagiarism for students in their often preferred visual domain should enable them to understand the reasons and application for citation in text arenas.
Key takeaways
- Further, they need to know how the university has even less tolerance for copying since degrees are awarded on the understanding that they are assessing the student's own work and that students are in higher education to develop their own, singular vision.
- This shows students how a vision can be individual even though one has the same materials.
- Ask students to put their work on the table they think is correct for their work.
- However, art and design staff have multiple opportunities to work one to one with their students, to watch the evolution of their students' processes, to look at students' course work and compare it to their developing vocabulary.
- Issues of copying and appropriation need to be discussed with students Projects need to be broken down so that formative feedback and guidance can be provided so as to steer students towards developing their own vocabulary.
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