Visual plagiarism and a new framework to address localised opinions and perceptions in applied arts education
While extensive research has been conducted on text-based plagiarism in tertiary education, with corresponding clearly defined rules for avoidance, far less scholarly material exists concerning perceptions of visual plagiarism. Accordingly, this study investigates ethical considerations specific to...
| Main Authors: | , |
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| Other Authors: | |
| Format: | Journal Article |
| Language: | English |
| Published: |
2024
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| Subjects: | |
| Online Access: | https://hdl.handle.net/10356/173911 |
| _version_ | 1811694916989878272 |
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| author | Winstanley, Lisa Hodgkinson, Gary |
| author2 | School of Art, Design and Media |
| author_facet | School of Art, Design and Media Winstanley, Lisa Hodgkinson, Gary |
| author_sort | Winstanley, Lisa |
| collection | NTU |
| description | While extensive research has been conducted on text-based plagiarism in tertiary education, with corresponding clearly defined rules for avoidance, far less scholarly material exists concerning perceptions of visual plagiarism. Accordingly, this study investigates ethical considerations specific to applied arts education via three information-gathering focus groups and a subsequent online survey. The resulting qualitative data was analysed using Grounded Theory Methods and revealed significant discrepancies in knowledge. From this analysis, four broad experiential themes were identified: Local, Definition, Honesty, and Education (LDHE). Based on these findings and the underpinning literature, this paper puts forward a conceptual framework for addressing visual plagiarism. The LDHE framework was developed in direct response to the identified experiential themes and their respective concerns, thus providing art and design faculty with a foundational tool to generate and critically analyse pedagogies for preventing visual plagiarism in the context of applied arts tertiary education. |
| first_indexed | 2024-10-01T07:15:11Z |
| format | Journal Article |
| id | ntu-10356/173911 |
| institution | Nanyang Technological University |
| language | English |
| last_indexed | 2024-10-01T07:15:11Z |
| publishDate | 2024 |
| record_format | dspace |
| spelling | ntu-10356/1739112024-03-09T16:53:18Z Visual plagiarism and a new framework to address localised opinions and perceptions in applied arts education Winstanley, Lisa Hodgkinson, Gary School of Art, Design and Media Arts and Humanities Visual Plagiarism Applied Arts Education While extensive research has been conducted on text-based plagiarism in tertiary education, with corresponding clearly defined rules for avoidance, far less scholarly material exists concerning perceptions of visual plagiarism. Accordingly, this study investigates ethical considerations specific to applied arts education via three information-gathering focus groups and a subsequent online survey. The resulting qualitative data was analysed using Grounded Theory Methods and revealed significant discrepancies in knowledge. From this analysis, four broad experiential themes were identified: Local, Definition, Honesty, and Education (LDHE). Based on these findings and the underpinning literature, this paper puts forward a conceptual framework for addressing visual plagiarism. The LDHE framework was developed in direct response to the identified experiential themes and their respective concerns, thus providing art and design faculty with a foundational tool to generate and critically analyse pedagogies for preventing visual plagiarism in the context of applied arts tertiary education. Ministry of Education (MOE) Published version Research for this paper was made possible by an Academic Research Fund (AcRF) Tier 1 Research Integrity Grant: M4012068 from the Ministry of Education, Singapore. 2024-03-06T00:40:27Z 2024-03-06T00:40:27Z 2023 Journal Article Winstanley, L. & Hodgkinson, G. (2023). Visual plagiarism and a new framework to address localised opinions and perceptions in applied arts education. International Journal of Education and the Arts, 24(18). https://dx.doi.org/10.26209/ijea24n18 1529-8094 https://hdl.handle.net/10356/173911 10.26209/ijea24n18 2-s2.0-85176579267 18 24 en M4012068 International Journal of Education and the Arts © 2023 The Authors. This is an open-access article distributed under the terms of the Creative Commons License. application/pdf |
| spellingShingle | Arts and Humanities Visual Plagiarism Applied Arts Education Winstanley, Lisa Hodgkinson, Gary Visual plagiarism and a new framework to address localised opinions and perceptions in applied arts education |
| title | Visual plagiarism and a new framework to address localised opinions and perceptions in applied arts education |
| title_full | Visual plagiarism and a new framework to address localised opinions and perceptions in applied arts education |
| title_fullStr | Visual plagiarism and a new framework to address localised opinions and perceptions in applied arts education |
| title_full_unstemmed | Visual plagiarism and a new framework to address localised opinions and perceptions in applied arts education |
| title_short | Visual plagiarism and a new framework to address localised opinions and perceptions in applied arts education |
| title_sort | visual plagiarism and a new framework to address localised opinions and perceptions in applied arts education |
| topic | Arts and Humanities Visual Plagiarism Applied Arts Education |
| url | https://hdl.handle.net/10356/173911 |
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