Centre for Learning and Professional Development publications

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Browsing Centre for Learning and Professional Development publications by Author "Asmar, C."

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    2020 vision: An information literacy continuum for students primary school to post graduation
    (Higher Education Research and Development Society of Australasia Inc., 2005) Willison, J.; O'Regan, K.; Conference of the Higher Education Research and Development Society of Australasia (2005 : Sydney, Australia); Brew, A.; Asmar, C.
    By the year 2020, those now commencing school will have emerged into a variety of contexts. Despite their years of education, these young people may lack the skills of information literacy that an information age demands. One reason for this could be a lack of information literacy vision on the part of their educators. Th e term Information Literacy was coined in the1970s and has, since then, developed a substantial academic literature. Despite the acknowledged need for information literacy, to date there has been little in the way of a comprehensive vision of information literacy development. Ideally, such a vision would accommodate both the vertical and lateral transitions students make as they proceed on their educational journey. One starting point is to perceive learning as a lifelong endeavour, the information literacy needed for that endeavour being the responsibility of all the participants in the learning process. A model which presents information literacy as a continuum off ers a framework which allows the whole information literacy journey to be conceptualised by the participants. Th e model presented here fulfi ls the challenge put by those developing information literacy standards to convert those standards into a useable continuum. It attempts to chart information literacy development form novice reader-writer to independent researcher. As well as having practical, pedagogical application, the information literacy continuum may provide a framework for future research.
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    Plagiarism detection and prevention: Are we putting the cart before the horse
    (HERDSA, 2005) McGowan, U.; Higher Education Research and Development Society of Australasia Conference (28th : 2005 : Sydney, Australia); Brew, A.; Asmar, C.
    The increasing ease of detecting internet plagiarism has intensifi ed debate in Australia, as well as the UK and the USA, on eff ective deterrents in the face of increasing evidence of plagiarism. Many universities are re-vamping their plagiarism policies and some conferences have themes entirely devoted to the subject of academic integrity. Policies and conference discussions relating to academic values and integrity have focussed on improved information on the rules of citation and attribution, coupled with more systematic vigilance and disciplinary procedures. Th e literature has also become increasingly insistent that information on rules of citation and attribution needs to be coupled with an appropriate apprenticeship into the conventions and language of academic writing. Yet there is a fi rst step that is still being overlooked, the initial induction of students into the research-led, evidence-based culture of academic endeavour. By focussing on rules and strategies for avoiding plagiarism, but ignoring the basic reasons for these requirements, we have put the cart before the horse. Th is paper suggests that tertiary induction of new students needs to focus fi rstly on developing an appreciation of the culture of enquiry that characterises learning at the tertiary level and that success is more likely if the students’ goal is something positive: to achieve a new approach to learning, than if it is something negative: to avoid ‘committing’ plagiarism.