The Lack of Assessment in the Academic Library Plagiarism Prevention Tutorial

Abstract

The absence of assessment—mostly notable in the college plagiarism prevention tutorial—reveals a severe gap in the preservation of information literary (IL) standards set forth by the Association of College and Research Libraries (ACRL). Common forms of plagiarism prevention methods are analyzed, and their ability to each produce useful assessment data, principally retained for the academic library, is considered. The Web-based tutorial is then selected as the most robust tool to capture scores and provide valuable assessment data. Using two Web-based surveys, one capturing the responses of 156 participants and the other focusing closely on twenty-five popular tutorials, many of which earned ACRL award distinction, the author raises awareness concerning how infrequently and inefficiently Web-based tutorials are utilized to capture assessment data and also how the single-most important element of online instruction—the learning objective—is largely excluded from college library tutorial design.

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