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managing intertextuality: meaning, plagiarism and power perry share, itsligo AISHE conference dublin 3 september 04 brilliantly innovative or one of the most blatant acts of plagiarism ever conceived ? (Amazon.com) plagiarism or satire? creativity or theft? #1 mash-up the realignment of [existing] elements in transformative recombination (Livingston-Webber, 1999: 265) • • • • • rap music TV advertising zine culture fashion Hollywood film • • • • • pop art posters T-shirts cartoons websites cultural appropriation (someone else’s) Material Girl? Bourdin Madonna web of deceit? intellectual property [the law] forms an airtight protective seal around the brand, allowing it to brand us, but prohibiting us from so much as scuffing it (Klein, 2000: 176) plagiarism: good or bad? whether theft, lie, fraud, freeloading, deafness to the voice of God, cultural vandalism, or whatever combination, plagiarism is a falsification of self (Swanson, 2000: 141) a moral or an ethical issue? theft: plagiarism as stealing origination scale contextualisation disciplinary skills institutional plagiarism speechwriting ghostwriting photocopying software piracy academic writing teaching materials teaching & learning engagement utilitarianism marketisation self-interest technology assessment by its nature plagiarism threatens the value and integrity of what is being taught. It threatens students’ engagement with learning and, unless addressed, could undermine the worth of awards students earn (Carroll, 2002: 13-14) responses 1. ignorance is bliss! 2. techno-fix 3. reconsidering assessment ignorance is bliss! reporting a plagiarizer and filing charges against a student can be a painful, timeconsuming experience for faculty . . . the worst course of action is to turn a blind eye to students who plagiarize. Ignoring plagiarism undermines the value of education, it undermines the university, and it undermines the academic community (University of Alberta, nd) techno-fix reconsidering assessment explain plagiarism outline consequences identify expectations assign specific topics track writing – drafts, bibliographies &c oral presentations require specific types of sources encourage concision www.turnitin.com/research_site/e_preventing_p.html where to next? • what does plagiarism mean to people (academics, students, administrators) today? • is plagiarism ‘a problem’ for Irish tertiary educators? • what sort of problem might it be? • (how) are we already responding? • what is the best way forward?