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This article is from the Emerging Technologies Conference in 2008. I specifically liked that this conference met to discuss the potential social networking sites that can be integrated with education.

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An introduction to the potential of social networking sites in ed

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I like this article because it was written by an internet safety expert. It addresses the good and bad, plus what schools should and can do about internet safety.

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By Nancy Willard
Most educators working with middle and high school students are aware of the explosive involvement of youth on social networking sites. Few are prepared to deal with it. Internet safety expert Nancy Willard discusses the risks and benefits of such sites and offers schools a comprehensive approach to addressing student Internet access. Included: Advice for parents and teachers; online guidelines for students.
Educators working with middle and high school students likely are aware of the explosive interest and involvement of youth in such online sites as MySpace, Xanga, Facebook, Live Journal, and the like.

These and similar sites are a new phenomenon called "online social networking." In online social networking environments, youth register and establish profiles that provide personal information and photos. Then, they make connections or links with other members who share interests or connections -- so-called "friends." Members engage in a variety of forms of communication and information sharing, which can include personal Web pages, blogs, and discussion groups.

Problems are associated with these social networking sites, but the sites themselves generally are not the problem. Review the sites and look at the User Agreements or "Terms." These sites do seek to prohibit harmful activities. But with hundreds of thousands -- or millions -- of registered members, the sites cannot be expected to engage in effective "babysitting."

THE GOOD AND THE BAD

Social networking sites are very attractive environments for teens, as well as for adults. Such sites present opportunities for self-expression and friendship building. Youth "play time" in such environments can build skills that will be a foundation for career success in the 21st century. Many teens are safely and responsibly engaged in such communities.

Legitimate concerns do exist about youth involvement on these sites, however. Those concerns are grounded in three basic factors: 1) The sites are attracting many teens, some of whom are not making good choices. 2) Many parents are not paying attention to what their children are posting on the sites. 3) Sexual predators -- and likely other dangerous strangers -- are attracted to places where teens are not making good choices and adults are not paying attention.

Some teens are engaging in unsafe or irresponsible activities that include:

Unsafe disclosure of personal information -- providing potentially dangerous or damaging personal information. Many teens appear to have no understanding that what they post in those communities is public, potentially permanent, and accessible by anyone in the world.

Addiction -- spending an excessive amount of time online, resulting in lack of healthy engagement in major areas of life.

Risky sexual behavior -- becoming seduced by a sexual predator or child pornographer, posting sexually suggestive material or self-producing child pornography, or making connections with other teens for sexual "hook-ups."

Cyberbullying -- being cruel to others by sending or posting harmful material online or through a cell phone, or by engaging in other cruel actions.

Dangerous communities -- at-risk youth making connections with other at-risk youth or adults to discuss and share information, which can result in a shared belief in the appropriateness of potentially very harmful activities.

WHAT SCHOOLS SHOULD DO

Is it appropriate for students to be participating in commercial social networking sites while at school? Probably not. It is advisable that schools seek to limit all non-educational, entertainment use of the Internet -- including social networking activities -- through the district Internet system.

Can and should schools block access to the sites? Well, they can try.

When the Internet first came into schools, the primary concern was youth access to pornography. Filtering software was promoted as the tool to effectively deal with that concern. Current concerns deal more with what students are posting, as well as how and with whom they are communicating. Do a search on the terms "bypass Internet filter" and you will see how easy it is for youth to find information on ways to get around the school filter.

Youth are unlikely to try to get around the school filter to access pornography because it would be pretty obvious -- even from a distance -- what they are looking at. Many youth are highly addicted to involvement in these social networking sites, however, and are willing to take the risk to use a proxy to access those sites, when it is far less likely that their access will be detected.

Should schools be concerned about off-campus Internet activities? Yes. Involvement in those communities might negatively impact student wellbeing and the quality of the school environment. Students might post material on the sites that harms other students, provides clues or direct threats about suicidal or violent intentions, or provides indications of hate group or gang involvement, or drug sales and use.

WHAT SCHOOLS CAN DO

A comprehensive approach to addressing student Internet access is necessary. That approach requires:

1. A clear policy with a strong focus on educationally valuable use of the Internet -- no "Internet recess." The policy must be supported by curriculum and professional development, and a clear expectation for teachers that all student use of the Internet should be for high quality, well-planned instructional activities.

2. Student education about online safety and responsible use.

3. Effective technical monitoring.

4. Appropriate consequences. Schools and districts should consider a full review of Internet use management policies and practices. A needs assessment and evaluation of Internet use would provide helpful insight. Safe school personnel must be involved in that process.

All safe school personnel -- principals, counselors/psychologists, and school resource officers -- should be well informed about the sites and associated concerns. Ensuring that safe-school personnel have the ability to immediately override the school filter to visit those sites to review material in the event of a report of concern is essential.

Internet safety and responsible use is everyone's concern, but it is especially a concern for parents, because most youth Internet use occurs at home. Schools can help by providing information and guidance to parents and encouraging parental involvement in their children's online activities.

A "just say no" or "just say block" approach will not be effective in preventing youth involvement in online communities or in addressing concerns associated with them. Proactive strategies to help students gain the knowledge, skills, and motivation to make safe and responsible choices, and continued adult involvement are necessary.

Nancy E. Willard, Director of the Center for Safe and Responsible Internet Use, has degrees in special education and law. She taught at-risk children, practiced computer law, and was an educational technology consultant before focusing her professional attention on issues of youth behavior when using information communication technologies. She has spent more than a decade focusing on issues of Internet use management in schools. Cyberbullying and Cyberthreats: Responding to the Challenge of Online Social Cruelty, Threats, and Distress, a professional resource for educators, has been published by the Center for Safe and Responsible Internet Use. Information is available at Cyberbully.org. Willard also is working on a book for parents entitled Raising CyberSavvy Kids: Empowering Children and Teens to Make Safe and Responsible Choices Online (and Remaining "Hands-on" to Ensure They Do).

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Most educators working with middle and high school students are aware of the explosive involvement of youth on social networking sites. Few are prepared to deal with it. Internet safety expert Nancy Willard discusses the risks and benefits of such sites and offers schools a comprehensive approach to addressing student Internet access.

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I chose this website because it has basic internet safety information. Not only does it contain tips and discussion starters, it has additional resources to help educate students of all ages.

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I chose this video because it speaks to parents about becoming aware of what their children are doing on social media and teach them how it can affect their education.

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I like this image because it shows data regarding communication and restrictions to help maintain online safety for students.

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I chose to pin this PDF about education on online safety in Europe because its always good to know how other countries are taking care of this problem. There is a good chance there is something our country can take away from this if it provides great results.

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This website contains statistical data regarding illegal downloading. I like this article because research and numbers do not lie.

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Illegally download something lately? You're not alone.

When Game of Thrones made its much-anticipated season four debut this month, it set a new piracy record. The tracking website Torrent Freak clocked 1 million illegal downloads in just half a day.

In Spain, half of everyone on the internet accesses pirated content, according to a report released earlier this month.

Governments worldwide - from Japan to Australia to the United States and beyond - are forming an unlikely alliance with actors, musicians and other creatives in a global scramble to stop illegal downloading.

Piracy leeches billions of dollars from stakeholders' pockets each year, according to a report from the Institute for Policy Research.

But little seems to curb our obsession with getting what we want, when we want it, for free. Copyright be damned.

The United States and Australia seem especially enamored with online piracy.

One of the biggest studies ever conducted on illegal music downloads (Musicmetric's study in 2012) showed the United States topping the highest number of downloads by country, while Australia claimed the highest poll position when downloading figures were crunched on a per capita basis.

Here are some numbers that show just how much we're downloading illegally across the world right now:

1 in 2 internet users in Spain illegally access digital content, according to a study published on Wednesday by Spanish industry lobby group La Coalición. It found that 84 percent of digital content consumed in Spain was illegal, with films being the most pirated type of content, followed by music, books and video games.

More than 1 million illegal downloads of Game of Thrones' much-anticipated season four premiere were recorded in just half a day, according to piracy tracking website Torrent Freak. Australia topped the number of downloads, followed by the United States and United Kingdom.

The US economy loses $12.5 billion in revenue and other economic measures each year due to online piracy in the music industry, according to the Institute for Policy Innovation estimates.

70 percent of online users in Denmark believe there is nothing wrong with piracy. But three out of four people in the same Rockwool Foundation Research Unit study drew the line at on-selling pirated products for profit, ruling that unacceptable.

Americans illegally downloaded more music than any other country in 2012, with more than 96.8 million downloads recorded in just six months. The major study by monitoring firm Musicmetric showed Australians download music more frequently, per capita, than any other country.

Last year's most popular pirated movie was downloaded more than 8 million times. It was 'The Hobbit: An Unexpected Journey,' followed by 'Django Unchained' and 'Fast and Furious 6,' Torrent Freak reported.

Bruno Mars claimed the most pirated musician mantle in 2013, with nearly 5.8 million downloads, according to Musicmetric.

42 percent of the computer software used around the world was pirated in 2010. Around $59 billion worth of software was downloaded, a major Business Software Alliance study found.

Music sales in the United States have dropped 47 percent in the decade since peer-to-peer file sharing site Napster was created in 1999, from $14.6 billion to $7.7 billion, according to the Recording Industry Assocation of America.

Almost a quarter (23.76 percent) of all internet traffic, excluding pornography, was estimated to be infringing copyright, according to a report commissioned by media and entertainment company NBC Universal says.

More than 146 million visits were logged every day at just 43 of the world's digital piracy sites (like rapidshare.com, now defunct megavideo.com and megaupload.com) in 2011, according to a report commissioned by the US Chamber of Commerce. The report estimated the scale of the problem was far greater.

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11 numbers that show how prolific illegal downloading is right now

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Illegally download something lately? You're not alone. When Game of Thrones made its much-anticipated season four debut this month, it set a new piracy record. The tracking website Torrent Freak clocked 1 million illegal downloads in just half a day. In Spain, half of everyone on the internet accesses pirated content, according to a report released earlier this month.

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I picked this educational video about downloading music illegally on a college campus. In this video the viewer can experience the consequences of this horrible crime.

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Copywrong:  Illegally downloading music on a university campus

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Educational video depicting copyright issues of college students illegally downloading music on a university campus

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I chose this article because it explains what illegal student downloading is and the consequences for doing so. This particular article is great due to the many live links available to the reader for further research.

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Colleges should focus on preparing students to be citizens, but there's little evidence many have integrated such education into their programs and courses, write Andrew J. Seligsohn and Thomas Erhlich.

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I like this article because its a research study that was conducted on cyberbulling in schools, specifically on gender differences.

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Cyberbullying in Schools: A Research of Gender Differences - Qing Li, 2006

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This study investigates the nature and the extent of adolescences' experience of cyberbullying. A survey study of 264 students from three junior high schools wa...

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I chose this website because its focus is on recognizing, addressing and putting an end to cyberbulling in grades 3-12.

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If you are already registered on our website, you can sign in by selecting your partner organization below, then entering your email address and password on the next screen.

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This website contains tips for teachers, workshops, articles & reports, books, and links regarding issues of cyberbulling in education. I like this fascinating website due to its amount of resources.

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BCTF > Issues in Education > Cyberbullying

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I chose this webinar that is based on the research and perspectives of the plagiarism issues in higher education.

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Webinar  | Perspectives on Plagiarism issues in Higher Education & Research

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Plagiarism is an increasingly serious issue in today's "Copy and Paste" digital society. From the highest levels of government and business to schools and universities, copying content without proper attribution negatively impacts our educational system and the trust in interpersonal relationships.

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I like this article because it explains how academic institutions need an anti-plagiarism policy and the problems they should be aware of when implementing one.

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This article explains the challenges in addressing plagiarism in education. The website is helpful because it states that aside punishment there are other ways to address plagiarism.

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Summary points

Plagiarism undermines the integrity of education and occurs at all levels of scholarship.

Research indicates that both undergraduate and postgraduate students require training to avoid plagiarism.

Established researchers are not immune to allegations of plagiarism.

Educational institutions need to move beyond deterrence, detection, and punishment, and take a holistic and multi-stakeholder approach to address plagiarism.

Research Integrity Series

This is one article in an occasional PLOS Medicine series on research integrity that examines issues affecting the ethics of health research worldwide.

Academic Integrity and Plagiarism

Academic integrity encompasses a number of values including honesty, trust, respect, fairness, and responsibility [1] and ideals that should be upheld by all educational stakeholders. "Academic integrity involves ensuring that in research, and in teaching and learning, both staff and students act in an honest way. They need to acknowledge the intellectual contributions of others, be open and accountable for their actions, and exhibit fairness and transparency in all aspects of scholarly endeavour" [2]. Academic integrity ensures public trust in the credibility of scholarship at all levels of education including the research process and its outcomes [3].

Academic integrity breaches include a diverse range of unfair practices including plagiarism, cheating in exams or assignments, inappropriate collusion, theft of other students' work, paying a third party for assignments, downloading whole or part of assignments from the Internet, falsification of data, misrepresentation of records, or other actions that undermine the integrity of scholarship [4]. Plagiarism is one of the most vehemently derided breaches of academic integrity because it undermines the premise that scholarly work will make an original and honest contribution to an existing body of knowledge. Despite the fact that plagiarism occurs at all levels of scholarship, the main focus in the recent explosion of research in this area is on student plagiarism [5]-[9]. For the purpose of this paper, plagiarism is defined as the use of others' words, ideas, or creative work without appropriate acknowledgement, and does not necessarily imply intentional deceit.

Plagiarism by Students

The extent of plagiarism (in its various forms) in students' work depends in part on the methodology used to explore this issue, with most studies using self-report methodologies. The rate of plagiarism for undergraduate students varies wildly from 19% [10], to 26% [11], 66% [12], and 81% [13]. Research has further highlighted issues of plagiarism by students for whom English is an Additional Language (EAL) at both undergraduate and postgraduate levels. Marshall and Garry [14] concluded that EAL students are significantly more likely to have engaged in serious forms of plagiarism (83%) than non-EAL students (65%); Vieyra et al. [15] determined that 47% of EAL graduate students had plagiarised in their research proposals, versus 16% of non-EAL students. Pecorari [16] found that 76% of non-native English speaking graduate students had at least one passage in a writing sample (half of which were completed PhD theses) where over 70% of the text was taken from source material. A recent survey of 15,304 Australian students, from a range of disciplines both undergraduate and postgraduate, reported that international students were more than twice as likely as domestic students to convey a lack of confidence in how to avoid an academic integrity breach [5].

It is generally assumed that graduate students, having spent at least 15 years in the education system, are conversant with academic integrity requirements and know how to avoid plagiarism [17]; however, it is becoming increasingly apparent that many graduate students are ill-prepared for the challenges of postgraduate study [18],[19] and that breaches of academic integrity policy do occur among this student group [13],[17]. Gilmore et al. [17] found that 42.6% of research proposals by science, technology, engineering, and mathematics graduate students contained plagiarism; McCullogh and Holmburg [20] reported 27% plagiarism in master's theses; and Segal et al. [21] found that 5% of medical residency applications had at least one instance of plagiarism. Results from the Academic Integrity Standards Project[4] indicated that one in five postgraduate research students had never heard of academic integrity and two in five postgraduate students said they did not know whether their university had an academic integrity policy.

Plagiarism by Established Researchers

Given the rates of plagiarism for all groups of students, coupled with research indicating that many students do not receive adequate information or training either at the undergraduate or postgraduate levels [18],[22]-[24], it cannot be surprising that breaches of integrity by established researchers are rife. A survey of 3,600 mid-career and 4,160 early-career scientists in the United States found that 33% of the respondents had engaged in questionable research practices relating to data, methods, policy, use of funds, outside influence, peer review, giving credit, and "cutting corners" [25].

Media scandals regularly threaten individuals' and institutions' reputations. The widely publicised plagiarism in the dissertation of the German Minister of Defence, Karl-Theodor zu Guttenberg (63% of the lines on 94% of the pages) resulted in the minister's forced resignation. VroniPlag Wiki has since documented over 30 cases of plagiarism by other prominent German academics with the result that some universities have rescinded individual doctorates [26]. But the issue goes well beyond Germany and Europe, with reports of serious plagiarism by academics in numerous countries across the globe [27]-[30].

The Complexities of Plagiarism

Writers in the field have noted the complexities of defining plagiarism [31],[32] and identifying it, particularly for novice scholars. In two separate studies, Roig [33],[34] asked students to identify plagiarised text and found that 40%-50% of the students did not complete the exercise correctly. Work by Marshall and Garry [14], Yeo [35], and Pecorari [16], among others, concur that many students cannot identify instances of plagiarism and do not adequately understand how to paraphrase text with appropriate citation to avoid plagiarism. International EAL students are not the only group who may struggle to understand and fulfil the requirements of academic practice. The student body is increasingly diverse, and may include those from socially and academically disadvantaged backgrounds, non-traditional aged students, and those with intellectual, mental, or physical disabilities.

Given the centrality of acknowledgement to definitions of plagiarism, both students and teachers often want to know precisely when "sloppy referencing" becomes "serious plagiarism." James et al. [36] present three aspects of what needs to be considered by academics in determining whether apparent plagiarism is "serious" and therefore requires a punitive response or whether it is a minor concern best responded to with education. The first is the student's "intent to cheat," with "deliberately presenting the work of others as one's own" placed at the extreme, punitive end of a continuum. The second aspect is "the extent of plagiarism" with "downloaded essay handed in as own paraphrasing" again representing the extreme end of a continuum. The third aspect is the "possible response to plagiarism" that involves consideration of the first two aspects, and takes either an educative or punitive approach. Recent work by the Exemplary Academic Integrity Project[37] suggests that even apparently harsh outcomes such as suspension or expulsion are, in fact, appropriate educational outcomes for certain types of academic integrity breaches.

The issue of "self-plagiarism," either by students or researchers, also revolves around appropriate acknowledgement. In seeking a definition of self-plagiarism for previous research on self-plagiarism in academic research, we relied on the concept of "fair use" in Australian Copyright law and determined that articles contained self-plagiarism "if they contained 10% or more of any one of the author's previous publications without appropriate attribution" [38]. Our findings indicated that 60% of the authors in the sample had self-plagiarised in at least one of their published papers. Self-plagiarism by students involves recycling previously submitted work without attribution to the original work and/or without the permission of teaching staff.

Addressing Plagiarism

Much of the research on plagiarism and other breaches of academic integrity has focused on the role of teaching and learning, particularly at the undergraduate level, with targeted induction, support, and training advocated for all students, and in particular for those from non-traditional backgrounds. Strategies to deter plagiarism include advice regarding assessment development, curriculum design, and academic skills education [7],[39]. These deterrence strategies are advised in conjunction with detection and appropriate penalties. Often erroneously touted as a "plagiarism detection" tool, text-matching software such as Turnitin or SafeAssign provides instructors with the means to check students' work against other material on the Internet, previously submitted student papers, and journal articles. As increasing numbers of schools, colleges, and universities use text-matching software, as both an educational tool and as a deterrence, students may be less inclined to submit assignments based on "cut and paste" plagiarism.

However, plagiarism is not only an issue of student assessment. It is a symptom of a deeply entrenched academic culture that arguably places tangible rewards (grades, diplomas, publications, promotions, grants) above the intrinsic value of learning and knowledge creation. To address the ongoing issue of plagiarism and other breaches of academic integrity, educational institutions must work towards fostering a culture of integrity that goes beyond deterrence, detection, and punishment of students. Bertram Gallant and Kalichman maintain that "individual misconduct is actually a systemic issue, shaped by individual, organisational, educational/academy, and societal factors" [40]. On this basis, to nurture a community with shared academic values of integrity would require a holistic and multi-stakeholder approach encompassing educational policy makers, senior managers, teaching academics and advisors, students at all levels, researchers, funding bodies, editors, and reviewers [41]. A genuinely holistic approach would involve promoting integrity in every aspect of the academic enterprise: including university mission statements and marketing, through admissions processes [40], to nuanced and carefully articulated policy [4],[5],[7]. It must include assessment practices and curriculum design [22],[24], information provided during orientation, and frequent and visual reminders on campus [40]. There must be embedded and targeted support in courses and at every level for students [5], professional development for staff [7],[42], and research training [18]. Finally, the use of new technologies to both assist students to avoid academic integrity breaches, and as a tool to detect breaches when they occur, must be adopted [42],[43]. While such a nuanced and all-inclusive approach to academic integrity is aspirational rather than one that exists in a single institution, two decades of research has provided evidence of the impact of individual interventions (e.g., policy, assessment design, training, detection, penalties) in addressing plagiarism. Both researchers and practitioners are now calling for stakeholders at all levels of education to recognise that the complexity of plagiarism requires an equally sophisticated and multi-pronged approach, which is both targeted and context-specific [37].

Conclusion

Plagiarism is a serious breach of academic integrity in that it detracts from the value of original and honest scholarly work. While there has been an explosion of interest and research on this topic, by and large the focus has been on undergraduate students plagiarising in assessment. Recent research has demonstrated that plagiarism is a complex issue, with many stakeholder groups requiring much more induction, information, training, and support to ensure that they have the necessary understanding and skills to fulfil their academic responsibilities. Educational institutions therefore need to recognise that addressing plagiarism requires a holistic and multi-stakeholder approach which aims to foster a scholarly community based on shared understandings and practices of academic integrity.

Acknowledgments

My sincere thanks to my colleague Saadia Mahmud for her helpful advice on the structuring of this essay.

Funding Statement

No specific funding was received to write this article.

Footnotes

Provenance: Commissioned; externally peer reviewed.

References

3. Anderson MS, Shaw MA, Steneck NH, Konkle E, Kamata T (2013) Research integrity and misconduct in the academic profession. Paulen MB, editor. Higher education: handbook of theory and research. pp. 217-261.

4. Bretag T, Walker R, Green M, Wallace M, East J, et al. (2010) Academic integrity standards: aligning policy and practice in Australian universities. Successful Priority Projects proposal to the Australian Learning and Teaching Council Available: http://www.apfei.edu.au/altc-priority-project.html. Accessed 24 November 2011.

6. Carroll J (2003) Six things I did not know four years ago about dealing with plagiarism. Invited Keynote Address, Asia-Pacific Conference on Educational Integrity: Plagiarism and Other Perplexities, University of South Australia, Adelaide.

8. Howard RM, Robillard AE (2008) Pluralizing plagiarism: identities, contexts, pedagogies. Portsmouth (New Hampshire): Boynton/Cook Publishers Inc.

25. Anderson MS (2008) Scientific inquiry: maintaining the legitimacy of the research enterprise. Proceedings of the 4th International Barcelona Conference on Higher Education, Vol 1. Ethics and relevance of scientific knowledge: what knowledge for society? Global University Network for Innovation. Available: www.guni-rmies.net. Accessed 6 April 2011.

26. Weber-Wulff D (2013) Plagiarism in German doctoral dissertations: before and beyond zu Guttenburg. Keynote Address to the Plagiarism Across Europe and Beyond Conference, Mendel University, Brno, Czech Republic, 12-13 June.

32. Fishman T (2009) 'We know it when we see it' is not good enough: toward a standard definition of plagiarism that transcends theft, fraud, and copyright. 4th Asia Pacific Conference on Educational Integrity, University of Wollongong, Australia, 28-30 September. Available: http://ro.uow.edu.au/apcei/09/papers/37/. Accessed 4 July 2013.

37. Exemplary Academic Integrity Project (2013a) Academic integrity policy toolkit. Available: www.unisa.edu.au/EAIP. Accessed 22 November 2013

40. Bertram Gallant T, Kalichman M (2011) Academic ethics: a systems approach to understanding misconduct and empowering change in the academy. Chapter 3. Bertram Gallant T, editor. Creating the ethical academy: a systems approach to understanding misconduct and empowering change in the academy. New York: Routledge.

43. Bretag T (2013) Short-cut students: fostering academic integrity in students, Section 3.8 in Transparency International, Global Corruption Report: Education. Berlin: Transparency International.

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Challenges in Addressing Plagiarism in Education

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Plagiarism undermines the integrity of education and occurs at all levels of scholarship. Research indicates that both undergraduate and postgraduate students require training to avoid plagiarism. Established researchers are not immune to allegations of plagiarism. Educational institutions need to move beyond deterrence, detection, and punishment, and take a holistic and multi-stakeholder approach to address plagiarism.