Students´attitudesconcerning Wikipedia: quick factsor...
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Students´attitudes concerningWikipedia: quick facts orcollaborative writing?Christophe Premat
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Plagiarism prevention● Increase of plagiarism in higher education (more cases
reported to disciplinary boards), https://www.dn.se/nyheter/sverige/studentkaren-stressen-kan-vara-en-orsak-till-okande-fusk/ (30 september 2018). 137 cases at the University of Stockholm. Increase of 40% of cases between 2015 and 2017 in Swedish universities(https://www.expressen.se/nyheter/larmet-stor-okning-av-fuskande-studenter/)
● First step to activate students´ awareness of the problem: improve the quality of source criticism (misquoting canlead to plagiarism)
2018-10-09 / Christophe Premat, Department of Romance Studies and Classics
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Plagiarism prevention● Teachers help students to handle facts that they find
quickly (quick access to facts)
● Patchwriting strategies (Pecorari, 2015: 97); the problem is even bigger in second language writing (not only for students that learn a foreign language but alsofor scholars writing in another language)
● Target: students (freshman / sophomore) that learn a foreign language (checking facts in different languages) (Fish, Hura, 2013)
2018-10-09 /Namn Namn, Institution eller liknande
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https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/ (Retrieved on 20 September 2018) (Armstrong, 2018)
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Dilemma● Need to imitate and catch idiomatic patterns
● Focus on the language acquisition but not the content● How do we learn students to be critical when we have to
secure basic facts?● For some courses, students do not need an exploration of
sources. The investigative part is quite limited; then, theyhave access to platforms with a lot of information
● Wikipedia / Nationalencyklopedi● Goal: reempowering students with a stronger skill in
source criticism (Davies, 2013) « generic competence ».
2018-10-09 /Christophe Premat, Department of Romance Studies and Classics
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Data● Experiment: inclusion of wikipedia pages in the course material
● Investigation of students´ attitudes
● Survey conducted in Spring 2018 (27 students enrolled in the
class of French I, « Culture and Society in France »). Detailed
answers about the sources that they had for the exam
● « Under the course, you read specific Wikipedia pages. Can you
describe how you read them? Would you quote a Wikipedia
article? Why? Justify your answer ».
● 4 recorded interviews with students from different levels of
French (beginners + advanced)
2018-10-09 / Christophe Premat, Department of Romance Studies and Classics
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1) How does Wikipedia work?● Wikipedia is a strong platform guided by a community of
anonymous users (Hoeres, 2015: 18) (horizontal and sharing governance) Non profit organization (different from YouTube). The content will always be available
● Wikipedia was created in 2001 by people working withfree softwares. Empowerment of local communities(idealistic narrative, Lund 2017)
● Creative Common Licence (the content can be used as much as possible without paying any fees…). Pedagogicalproblem: how to guarantee a quotation principle which is fundamental in the academic world (Tkacz, 2015)
2018-10-09 / Christophe Premat, Department of Romance Studies and Classics
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1) Pedagogical resources● It might be interesting to select short notices that could be reused
in other contexts. A good wikipedia notice that indicates different
sources is a material. Difficulty : the text can be updated at any
time
● The teacher can have a discussion on the validity of the Wikipedia
texts that can be compared with other sources.
● Wikipedia is a path, it is a learning tool and could be completed
depending on the level of the course and the expected study
resultat.
● Sometimes, it can be possible to design specific Wikipedia exercices
(Source criticism…)
2018-10-09 / Christophe Premat, Department of Romance Studies and Classics
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2) Students´perceptions● 13 men / 14 women
● Question on the sources● Categorization of answers● No answers / Negative / Relative Negative / Neutral /
Relative Positive / Positive
● Average answer (Relative negative)● More negative for men (2,08) than women (2,21)● Index of lexicalisation: how they relate to the
source (1= Negative 2= Relative negative 3= Neutral 4= Relative positive 5= Positive)
2018-10-09 / Christophe Premat, Department of Romance Studies and Classics
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2) Students´ perceptions
2018-10-09 / Christophe Premat, Department of Romance Studies and Classics
0
5
10
15
20
25
30
Noanswers Negative Relativenegative Neutral Relativepositive Positive Toral
Diagramrubrik
Women Men Men+women
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2) Students´perceptions
2018-10-09 Christophe Premat, Department of Romance Studies and Classics
Students
Negativeperception Neutral Positiveperception Noanswers
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3) Student strategies● The detailed answers give some precious information on the
strategies of students (translated from Swedish to English)
● Negative comments
● « When you read Wikipedia pages, it is important to sort out what
is important and relevant about what you should learn. Usually
there is a lot of information on these pages and it may be a bit
confusing but I usually go through the text first to get an
overview and then review the text more carefully afterwards »
● The difficulty to read the Wikipedia pages (it is more a resource
that helps student to have access to other sources). It should not
be quoted
2018-10-09 / Christophe Premat, Department of Romance Studies and Classics
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3) Student strategies● Wikipedia (constant update makes it difficult to use it)
● Too many links, no linear reading
● Variation of quality of Wikipedia sources (many missinginformation) that is not adequate for learning processes.
● Not trustworthy sources, inadequate for academic purposes
● Anonymous writing (Who am I supposed to quote?)
● Neutral
● Good support for other sources (basic platform), can bequoted even if authors are anonymous.
● Factual comments on the strategy
2018-10-09 / Christophe Premat, Department of Romance Studies and Classics
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3) Student strategies● Positive comments
● Controlling the facts presented (Wikipedia is a good startand gives information that can be checked)
● Possibilities of checking the facts in another language● Invitation to double-check the facts and to go to specific
sources
● Wikipedia sources are an adapted support for learning
2018-10-09 / Christophe Premat, Department of Romance Studies and Classics
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3) Student strategies● Interviews with four students about their strategies
● Some students travel in different languages in Wikipedia to see where the best information is located.
« Wikipedia sources are different (…) You have to think about the language in order to select the
information” (Interview with a student of French, advanced level, 18 May 2018).
● ”When I was preparing my exam on the History of France, there was too much information to select on
Wikipedia (…) I would use Wikipedia sources just for my own understanding but I would never quote
them, it is not accepted”
● ” (Interview with a student of French I, 6 april 2018). Regular problem on the design (aggregative
information).
● ”I use Wikipedia sources sometimes, but it is not sufficient” (Interview with a student of French I, 25
april 2018)
2018-10-09 /Christophe Premat, Department of Romance Studies and Classics
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Conclusions● The students repeated a kind of negative discourse that they learnt (Wikipedia
as a global illegitimate source). They go through these sources anyway
(implicit reference).
● Wikipedia is not perceived in its collaborative dimension (Kalin, 2012), it is an
initial platform but the students need to have access to other sources.
● The digital setup is sometimes confusing (Risk of zapping and mixing sources).
Problem with the design
● The students (French) are not so interested in Wikipedia community (policies,
collaborative process); they use these sources as a complement, a support for
their learning. It is more a strategy to have an overview (travelling theory) (Fox,
1983: 160).
2018-10-09 / Christophe Premat, Department of Romance Studies and Classics
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Complementary surveys conducted● Survey conducted in Fall 2018 (17 students enrolled in
the class of French I, « Culture and Society in France »)
● Seminar given the 5th of March 2018 on « how to writean essay in a Romance languages » (survey conducted, 9 students)
2018-10-09 / Christophe Premat, Department of Romance Studies and Classics
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Recommendations for teachersTrain students to quote (missing information about the date, the sources).
Encourage students to quote every source that they used (evenintermediary sources such as Wikipedia pages) in a completemanner (investigative skills)
Add metadiscursive questions (reactions on sources) (Pecorari, 2015: 97)
Include good Wikipedia pages (you show that you know thoseplatforms and that you can select the best articles for them) in the course material
Source criticism is a generic competence that needs a transdisciplinary practice (against ideological discourses, against fake news). It is important to avoid patchwriting / paraphrasing practices
2018-10-09 Christophe Premat, Department of Romance Studies and Classics
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References● Armstrong, P. (2018). ”Bloom´s taxonomy”,
https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/#bg
● Chankova, M. (July 2017). “Dealing with Students´ Plagiarism Pre-
Emptively Through Teaching Proper Information Exploitation”,
International Journal for the Scholarship of Teaching and Learning, vol.
11, n. 2: article 4, https://doi.org/10.20429/ijsotl.2017.110204
● Davies, M. (2013). “Critical thinking and the disciplines reconsidered”,
Higher Education Research & Development, 32:4: 529-544.
● Eklund Heinonen, M., Sköldvall, K. (2015). ”Nu har vi ett gemensamt
språk – om ämnesintegrerad undervisning i akademiskt skrivande”,
Högre utbildning, vol. 5, nr. 2: 133-138.
2018-10-09 /Christophe Premat, Department of Romance Studies and Classics
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References● Fish, R., Hura, G. (2013). ”Students´ perceptions of plagiarism”, Journal of the
Scholarship of Teaching and Learning, Vol. 13, n. 5: 33-45.
● Fox, D. (1983). “Personal theories of teaching”, Studies in Higher Education, 8:2:
151-163.
● Hoeres, P. (2015). Hierarchien in der Schwarmintelligenz. Geschichtsvermittlung
auf Wikipedia. In: Thomas Wozniak, Jürgen Nemitz, Uwe Rohwedder
(Hrsg.): Wikipedia und Geschichtswissenschaft. De Gruyter/Oldenbourg: 15-32.
● Kalin, J. (2012). “Doing What Comes Naturally? Student Perceptions and Use of
Collaborative Technologies”. International Journal for the Scholarship of Teaching
and Learning, vol. 6, n. 1: https://doi.org/10.20429/ijsotl.2012.060110
2018-10-09 /Christophe Premat, Department of Romance Studies and Classics
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References● Lund, A. (2017). Wikipedia, Work and Capitalism. Cham: Springer
International Publishing.
● O´Sullivan, D. (2009). Wikipedia: a new community of practice?
Farnham: AshgateTkacz, N. (2015). Wikipedia and the politics of
openness. Chicago: University of Chicago Press.
● Pecorari, D. (2015). ”Plagiarism in second language writing: Is it
time to close the case?”, Journal of Second Language Writing, 30:
94-99.
● Tkacz, N. (2015). Wikipedia and the politics of openness. Chicago:
University of Chicago Press.
2018-10-09 / Christophe Premat, Department of Romance Studies and Classics