Plagiarism prevention through pedagogy: an instructional design approach

Abstract This article examines the complexities of plagiarism and describes how librarians can assume a lead role in designing instruction that teaches students how to ethically engage with sources in their writing. By challenging traditional approaches that focus on detection and consequences, librarians can design instruction that treats plagiarism as a teaching and learning opportunity. The case study presented here describes how one librarian designed an interactive online tutorial by utilizing the USER instructional design model. Each step of the process is clearly described, offering both an example and a guide to librarians who want to engage in similar efforts.