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http://library.williams.edu/citing/wikipedia.php

http://5304-presscdn-26-17.pagely.netdna-cdn.com/guides/wp-content/uploads/2012/03/plagiarisim-011.jpg

http://www.easybib.com/guides/students/research-guide/research-quick-guide/

http://blog.apastyle.org/apastyle/ethics/

http://turnitin.com/assets/en_us/media/plagiarism_spectrum.php

What about PRIMO?

https://video.lib.uwf.edu/video_player/play.php?ok&width=1920&height=917&security=unrestricted&res=std&course=Research_Tutorials&video=Academic_Integrity

https://video.lib.uwf.edu/video_player/play.php?ok&width=1920&height=917&security=unrestricted&res=std&course=Research_Tutorials&video=Avoiding_Plagiarism

http://libraries.claremont.edu/achontutorial/pages/

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Goals- What do I hope to achieve in this interaction?  I want students become eager to take part in the scholarly conversation and to understand the ethics associated with being part of the scholarly conversation, and how attribution is the way we give credit to the original ideas and knowledge of those taking part in the scholarly conversation. I
also want them to have an intrinsic desire to get at the truth in information, so attributing sources themselves, and calling attention to those who do not cite sources.  Maybe this would be a great place to introduce this campaign in England to ask for evidence for claims providing no evidence.  What is the value of the instruction for participants, my organization, and myself?  I would like the value of this learning object to be based around how one can take part in the scholarly convo. The value will also lie in the ease and conciseness of the object. Value will be added to the library such that we are being seen as focusing on a serious issue for the campus and helping to create more student centered objects. Value for me comes in the fact that I will have schooled myself a little bit on the issue and put some hard thought into what students need to know to be successful. What will help me focus on the core of my message and minimize digressions?  What instructor characteristics will encourage meaningful learning?

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-The "why" of citation
-responsibility of the researcher

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From Booth: Characterize the qualities and confront the challenges of the 1) learner, 2) content, 3) context, and 4) educator.
Learner-
Characterize: What are my participant's needs and potential areas of motivation?
Students need to know why attribution is important and how knowing so can help them do well in school and in life outside of school.  Good grades, being transformed as a learner, becoming a greater asset to our society, and using the genius of those who've come before in order to make ourselves and our world better. There may be a motivation by the user in the future to be attributed themselves to a thought or idea that builds the scholarly dialogue. Taking part might motivate them to pay the favor in kind. And another motivation would be to get good grades and/or not have disciplinary action taken against them for not attributing the work of others to the work they do.
Confront: What are my participant's potential barriers to learning?
This subject is pretty boring for the average student. It's a formality that doesn't resonate as being awfully relevant in life and work outside of academia.  Without seeing how this plays out in the real world, there's very little understanding of it's significance.
Content-
Characterize: What do I know about the instructional environment, and how can it be shaped to create a positive learning experience?
I plan to make a libguide, so that will be the instructional environment.  This can be shaped in a number of ways, through written narrative, videos, news stories (links out) pertaining to the content and humanizing it, and through a well thought-out design.
Confront: Does additional troubleshooting or information gathering need to occur?
Yes, I need to school myself on the "why" of citation and attribution and ethics of it all, so I'll be doing some digging.
Context-
Characterize: What are the KSAs I want to result from instruction?
Knowledge: I want students to understand that they are contributors to the conversation, and as such they have a responsibility to act ethically. I want them to know what happens to people that do not follow standards of ethics as well as what happens to the people that the research might impact. I want them to be aware of the people taking part in the conversation. Citing isn't cut and dry, it has some give and take to it and judgement on the students part is integral to the creation of a citation, it's a formula, but one that has some gray area, and they must determine how to operate in that gray area.
Skills: I'd like students to be able to recognize when attribution is not given when it should be given, or would be better to be given.
Attitudes: I want students to recognize attribution as being as important as the content and evidence they seek, that real humans have spent countless hours contemplating and refining the knowledge of their fields.  I want to counter the idea that citations are an afterthought or secondary to the content of their research.
Confront: Is there prerequisite knowledge in this scenario?
There seems to be co-requisite knowledge of assessing information, and in particular, assessing the creators of both information and creative works.
Educator-
Characterize: What resources can I review and reuse to assist me with this project?
Rose's MOOC.  I'll be searching other resources to find some more useful info.
Confront: Are there KSAs that I need to acquire?
Mostly with just familiarizing myself with what's out there and in order to make sure I'm covering what I feel is most useful. I'm sure to acquire more Panopto skills if I decide to make another video

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From Booth:
What is the challenge that users face, and how can i help them meet it?
Our users lack a background in why citation is necessary.  Users have not all used citation styles, and need clarification on the actual creation.  Student users unaware of the importance in acknowledging the work of others, and that scholarship is a conversation. I can help with these challenges by clearly answering the question of why citing sources is necessary.

Our faculty users have students users that are unfamiliar with the tradition of attribution and pushing scholarship forward, "standing on the shoulders of giants". -Newton.  Faculty are challenged with student work that could be improved w/ better information being used by the student. Hopefully by helping to show the context of why attribution is so important, we can help faculty include elements of the campus-wide SLOs of information literacy, critical thinking, and ethical reasoning.

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6/28/16
From Rose’s MOOC- https://learn.canvas.net/courses/724/pages/week-4-using-information-ethically?module_item_id=128794
OK, there are some great little tidbits in the MOOC.  I need to spend a little time thinking about my pedagogy in regard to creating the libguide.  What do I want students to understand?  I’d like to use Char Booth’s book to think about my design.  Anyway, I think the parts about avoiding plagiarism and using citations is the most relevant, and I’d like to think of some more stuff to include, whether I actually put it in the final guide or not, I’d like to have a well-rounded bunch of info at my disposal.