Pluralizing plagiarism: Identities, contexts, pedagogies

Julianne East

Abstract


Studies exploring understandings of plagiarism now make up a sizeable contribution to the study of academic literacy. Universities have increased efforts to reduce plagiarism, just as access to information has increased way beyond what was possible just a few years ago. The editors of Pluralizing plagiarism: Identities, contexts, pedagogies, Rebecca Moore Howard and Amy Robillard, acknowledge that much attention has been given to plagiarism, but they argue that the academy offers a monolithic definition of the problem of plagiarism and "one set of solutions in all circumstances" (p. 2). They point out that writing is no longer taught as the one generalised model of "good writing" and much is now known about how standards for writing are subject specific, yet plagiarism is responded to in generalised simplistic ways. Hence, they argue that responses to plagiarism need to be more nuanced, and plagiarism must be pluralised.

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DOI: http://dx.doi.org/10.21913/IJEI.v5i1.481