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Ixpantepec Nieves Mixtec Word Prosody
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In: Carroll, Lucien Serapio. (2015). Ixpantepec Nieves Mixtec Word Prosody. UC San Diego: Linguistics. Retrieved from: http://www.escholarship.org/uc/item/0bs6b7mt (2015)
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English Language Proficiency Classification, Reclassification, and Educational Programming Decisions for Language Minority Students: A Mixed Methods Study
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In: Carroll, Patricia Elaine. (2015). English Language Proficiency Classification, Reclassification, and Educational Programming Decisions for Language Minority Students: A Mixed Methods Study. UCLA: Education-Special Education Joint Doctoral Program w/CSULA 0884. Retrieved from: http://www.escholarship.org/uc/item/5cz284p6 (2015)
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Improvements for a German Vowel Trainer CAPT Tool
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In: Individualized Feedback for Computer-Assisted Spoken Language Learning ; https://hal.archives-ouvertes.fr/hal-01243043 ; Individualized Feedback for Computer-Assisted Spoken Language Learning, Nov 2015, Tholey, Germany. 2015 (2015)
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Exploring parental perspectives of participation in children with down syndrome
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Opening ceremony of the 4th International Conference on Language Documentation and Conservation
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Disturbing Translations: Distance, Memory, and Representation in Contemporary Latin American Literature.
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Occupational, Physical, and Speech Therapy Treatment Activities during Inpatient Rehabilitation for Traumatic Brain Injury
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Early predictors of phonological and morphological awareness and the link with reading:evidence from children with different patterns of early deficit
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Emotions and Family Interactions in Childhood: Associations with Leukocyte Telomere Length
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Influence of vocabulary knowledge & lexical access times on speech intelligibility in different acoustic conditions
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Supporting Linguistic Diversity in the Two-Year College: A Discussion Of Options
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In: The Wisconsin English Journal; Vol 57, No 2 (2015); 6-19 (2015)
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Stroke patients with aphasia show impeded motor recovery: A story of mirror neurons in BA44
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“Scholarship is a Conversation”: Discourse, Attribution, and Twitter’s Role in Information Literacy Instruction
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Abstract:
When addressing scholarly attribution, citation, and plagiarism in one-shot instruction sessions, librarians often fail to present these issues in a manner that has relevance for students. Librarians often focus on intellectual honesty and the potential ramifications of plagiarism, both individual pursuits, rather than explaining that by creating an academic work, students are participating in academic discourse. Within Pluralizing Plagiarism, Anson argues that scholarly attribution instruction that emphasizes “policy, detection, and punishment” is antithetical to the mission of institutions of higher learning – the education of students (Anson, 2008). One of the major deficiencies of this compliance-based instruction is that it presents students with a false dichotomy that does not align with their authentic life experiences; plagiarism is demonstrated as a black and white issue, rather than existing in shades of gray. Students who have come of age within a twenty-first century information ecosystem rife with remix and parody culture will likely find teaching that presents the re-use of source material as a non-nuanced issue unconvincing. Because students respond positively to instruction that aligns with their authentic experiences, this suggests that librarians need to develop new methods for teaching attribution and scholarly discourse that not only recognize the nuance inherent to these topics, but also presents these concepts within a familiar framework (Klipfel, 2014). As a familiar platform for social interaction with multiple avenues for giving credit and a shorter timescale, Twitter presents an opportunity to place attribution, plagiarism, and integrity into a humanizing, real world context that models how discourse unfolds in an authentic manner for learners. By embedding attribution instruction into a meaningful context, librarians and other educators can make substantial and much needed improvements to traditional compliance-based instruction, which is often built upon the slow, rigid, and unfamiliar patterns of how to cite scholarly works.
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Keyword:
academic libraries; attribution; information literacy; plagiarism; scholarly communication; Twitter
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URL: http://hdl.handle.net/1903/16326 https://doi.org/10.13016/M2N32B
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Using literature circles in the ESL college classroom: A lesson from Puerto Rico
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In: Colombian Applied Linguistics Journal, Vol 17, Iss 2, Pp 193-206 (2015) (2015)
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