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Reduce > Reuse > Recycle: Teaching ACRL’s 5th Information Literacy Competency Standard: Repackaging

This site contains supporting materials for a 2009 LOEX presentation by Bowling Green State Librarians C. Cardwell, A. Fyn, and C. Singer.

One-Shot Library Instruction Sessions

NOTE: When you provide a course-related instruction session, work with the course instructor to integrate one of these ideas:

  • Suggestion: Along with a course faculty member, conduct the Identifying Plagiarism Activity. Alternately, use this activity as a basis for individual or group analysis or larger class discussion. (See Activities & Assessment)
  • Suggestion: Explore student perception and knowledge of plagiarism by using some of the scenarios from the American Historical Association's website for a discussion on plagiarism [Graduate Students Exercise 2: Discussion Questions, at:
  • At the end of discussing each scenario, have the course faculty member reinforce the key issues by exploring how s/he handles plagiarism in classes. Discussions can involve the entire class, or students can be grouped into sets of 4 or 5, given different scenarios, allow discussion and then have the groups each choose a speaker to report out the scenario and the group consensus. (See Discussion Board—Discussion Questions)

Stand-Alone Research Seminar

  • Suggestion: Offer a research seminar on intellectual property to students in the campus community.  Once you have a list of participants, send them an email asking them to read the articles listed for the Discussion Board to prepare for a discussion about academic honesty and intellectual property.  During the seminar, use the suggested questions to guide the discussion. If you want to reach a broader audience you may want to partner with your campus writing center or other student success office. (See Discussion Board)

  • Suggestion: Invite students to participate in an online research seminar, which you deliver via a blog or your campus course management software. Have students read articles listed in the Discussion Board. The number of questions you use may depend on the length of the seminar.  If you have a large group, you may want to break participants into groups of 5. (See Discussion Board)

Faculty Development Workshop

NOTE: We recommend that you work with your campus teaching & learning center in order to increase faculty participation

  • Suggestion: Hold a brown bag lunch or workshop for faculty on the topics of plagiarism and intellectual property.  Have faculty read all or several of the articles suggested in the discussion board. (See Discussion Board)
  • Suggestion: Offer a faculty development workshop during which faculty members redesign an assignment or their syllabus in order to increase awareness of academic honesty.  To jumpstart the discussion at the workshop, have faculty read Jaschik’s article “It's culture, not morality” in Inside Higher Ed (February 3, 2009). (See Lecture Materials)
  • Suggestion: Host a discipline-specific or interdisciplinary discussion on plagiarism within disciplines to learn about differences in perception of plagiarism, such as citation errors or the academic level of the person(s) involved. Suggested reading before this discussion:  Haviland, C. P., & Mullin, J. (Eds.). (2009). Who owns this text? Logan, UT: Utah State UP.

Train-the-Trainer Seminar

NOTE:  Instruction librarians typically focus on teaching students to find and evaluate information.  Use the material from the module to expand teaching repertoires.

  • Suggestion: In a library instruction meeting, have your colleagues read Jaschik’s article “It's culture, not morality” in Inside Higher Ed (February 3, 2009). Then ask them individually or as a group to figure out ways to join the campus conversation on academic honesty as well as ways to incorporate materials about citing sources and academic honesty into their course-related sessions. (See Lecture Materials)

  • Suggestion: Read your institution’s academic honesty policy and as a group discuss ways that you can contribute to students’ understanding of the policy.  Then ask each librarian to redesign a one-shot instruction session to include at least some information about the policy. We recommend making this additional material conversational rather than threatening.
  • Suggestion: Students live in a world of greater online “socialibility” with blogs, wikis, Second Life, and more. Some students may want to cite information found in one of these sources.  Figure out ways or guidelines to help students cite these sources.