Utilize este identificador para referenciar este registo: https://hdl.handle.net/10316/112100
Título: Plagiarism as an academic literacy issue: the comprehension, writing and consulting strategies of Portuguese university students
Autor: Festas, Maria Isabel Ferraz 
Seixas, Ana Maria 
Matos, Armanda Pinto da Mota 
Palavras-chave: Academic literacy; Writing from sources; Writing strategies; Plagiarism
Data: 2022
Título da revista, periódico, livro ou evento: International Journal for Educational Integrity
Volume: 18
Número: 25
Resumo: In aiming to frame plagiarism as an academic literacy issue, this paper focuses on the strategies used by firsts years Portuguese university students, when writing from sources, along with the relationship between these strategies and the way students view themselves as readers, writers and users of sources. The study was based on 44 short summary essays written by students as well as their responses to a questionnaire and checklist on citation rules. The evaluation of the essays revealed that students often use copying and patchwriting. In addition, we found that much of the time students changed the meaning of the content expressed in the source. In relation to the way students evaluated themselves, generally their view was they used appropriate strategies. The study did not reveal a relationship between perceptions of using appropriate strategies and the use of those same strategies. Nonetheless, we found an association between performance and perceptions of using copying. Perceived use of a ‘think-then-do’ strategy was also related to changing the meaning when writing from sources. Concerning school achievement, stronger students evaluated themselves as using more appropriate strategies, and those who had not previously failed (a) school year(s) also displayed a better knowledge of citation rules. However, we failed to find any relationship between school achievement and the use of strategies for writing from sources. The main findings of the current research point to the existence of issues concerning how to address academic literacy, findings that go beyond plagiarism and, consequently, indicate the need for pedagogical responses
URI: https://hdl.handle.net/10316/112100
ISSN: 1833-2595
DOI: 10.1007/s40979-022-00119-8
Direitos: openAccess
Aparece nas coleções:I&D CEIS20 - Artigos em Revistas Internacionais

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