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ERIC Number: EJ797770
Record Type: Journal
Publication Date: 2008
Pages: 4
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0013-1253
A Question of Dialogues: Authorship, Authority, Plagiarism
Thompson, Celia; Pennycook, Alastair
Education Canada, v48 n3 p20-23 Sum 2008
In this article, the authors argue that while the term plagiarism has long been used as an unhelpful and moralistic catch-all to describe a range of textual "crimes." educators are moving into an era of both increased diversity of student populations and increased capacity to detect textual borrowings through new forms of software. To rely on the latter is to hand over responsibility for the educational understanding of writing, development and diversity to systems that are obviously inadequate to the task. The authors state that the need for understanding the ways in which students from very different educational and cultural traditions engage with issues concerning author identity, authority, and textual ownership in their academic writing is central to the case. If educators can appreciate that all writing is intertextual, and that people are always borrowing the words of others, they can develop a far better appreciation of when forms of intertextuality may be seen as transgressive. The authors argue that it is inappropriate and ineffective to cling to outmoded beliefs about individual textual production: Educators need to appreciate the changing environment of authorship and ownership, especially in an era of Web 2.0 contexts, where interactive authoring tools such as blogging, social bookmarking, and wiki writing are challenging traditional ideas of textual relations in terms of authority and author identity. These new authoring tools, the authors suggest, offer the potential to be used not only to facilitate dialogue between students and their peers, their source texts, and their lecturers, but also to render transparent the complex ways in which textual authority and knowledge are co-constructed by multiple authors across time and space. (Contains 6 notes.)
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Higher Education
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A