Session Resources:
As an increasing number of faculty engage students in the process of creating OER, it is essential that clear practices are established to help students navigate the various contexts of academic writing and assessment. We see this as of vital importance because students sometimes struggle to meet more traditional and common academic integrity expectations, and because students from marginalized backgrounds are disproportionately represented in reports of academic misconduct.
Since open pedagogy can “push the collaborative experience beyond the wall of our classroom to a wider academic community,” students in courses with open pedagogy assignments are pushed to consider academic integrity and citation in more nuanced ways (DeRosa et al. 80). Students need additional support to navigate this complexity, particularly as they move from course to course juggling disparate expectations. Little is known about how academic integrity can be supported in courses that add the layer of open licenses to established academic citation. Citation and attribution are not used for the same purposes in the production of scholarly texts. It is also clear that there are very different practices associated with them. From where the credit goes (on the page or at the end or in the body of the text) to the format of that credit, there is large variance.
We argue that faculty have primary responsibility in these scenarios. Citation and attribution practices are messy and most likely new concepts for students. As such, faculty play a key role in assisting students in writing, remixing, and citing responsibility. As OER and academic integrity professionals, we believe it is vital that we work with faculty to identify what this responsibility entails. In this presentation, we review the nuances and complexities of academic citation and open licenses, practices for upholding academic integrity, and explore how students learn to navigate these increasingly complex spaces.
Attendees will leave the session with 5 general practices that can help faculty more thoughtfully and explicitly address these tensions in ways that yield productive learning opportunities for students. Both faculty and those in support roles will benefit from the opportunity to step back, reflect, and consider how the complex tasks of citation, copyright, attribution, and authorship interact for students in the context of open pedagogy. Our goal is to equip OER professionals to better support faculty in open pedagogy with the hope that faculty can begin to navigate the complexities of academic scholarship alongside their students.
After participating in this session, attendees will be able to:
- Understand the common challenges students face as they learn academic citation and integrity practices in the context of open pedagogy and open licenses
- Recognize the ways in which bias and historical marginalization influence the overreporting of students of color in academic integrity cases
- Identify best practices faculty can take for helping students navigate the complexity of academic citation and open license attribution
- Learn ways to make meaningful and productive connections in your classroom by exploring the complexities of academic citation and attribution alongside students
