<p> Understanding citation 1</p><p>Understanding Citation, Plagiarism, and</p><p>Determining Credible Sources</p><p>Laura Stemler</p><p>Towson University Understanding citation 2</p><p>Understanding Citation, Plagiarism, and Determining Credible Sources</p><p>Section I</p><p>Introduction</p><p>Students entering their eighth grade year in gifted and talented (G/T) science classes have little to no understanding of plagiarism or citation and hardly any understanding of what a credible source is. Throughout the year the students in the G/T classes will be given three research assignments, one of which is long term and has a profound impact on the students’ grade. This instruction will teach the students proper citation and how to avoid plagiarism while also determining credible resources the students can use in their research assignments throughout the students’ eighth grade year and beyond.</p><p>Front End Analysis</p><p>The most appropriate Needs Analysis for this situation is Morrison, Ross, and </p><p>Kemp’s (2007) needs assessment approach, which follows four phases, planning, collecting data, analyzing the data, and compiling a final report. Morrison et al. also describes six needs that the instructional designer may face, they are normative, comparative, felt, expressed, anticipated, and critical incident needs.</p><p>Not every need will be necessary in determining the data from the needs assessment. For example, normative needs will not be necessary, as normative needs in education involve comparing data received in a needs assessment against data from a Understanding citation 3 standardized test, Maryland’s Middle School Assessment (MSA) for example. The results from the assessment cannot be measured against any tests or data because none currently exist for this particular issue. Comparative needs can be determined through comparing the two classes, which will allow the instruction designer to determine if one class will need more or less instruction than the other. The only other need that may be addressed in this assessment is anticipated needs. These needs relate to any needs the students may face in the future.</p><p>The phases for Morrison, Ross, and Kemp’s (2007) needs assessment are as follows:</p><p>Phase I: Planning</p><p>The first step is to determine the audience, which in this case is eighth grade gifted and talented students. When conducting the needs analysis the students will be 1-2 weeks into their first quarter of their eighth grade year. Next Morrison et al. (2007) states the instructional designer develop a strategy to collect the data. The data will be collected with consideration for the needs of the students, the needs being comparative and anticipated. A number of questions can be asked to determine the students’ needs:</p><p> Have the students’ completed a research assignment in the past</p><p> o If they have completed a research assignment how did they research and </p><p> were they required to cite their sources</p><p> Students’ comprehension of plagiarism</p><p> Students’ comprehension of citation</p><p> Students’ understanding of sources used in research assignments. Understanding citation 4</p><p> Do the students know how to locate print and non-print sources</p><p>Participants in the needs analysis will be established next. The participants in this particular study will be students taught by one instructor, and the instructor teaches two </p><p>G/T classes giving the instructional designer approximately seventy participants. Data will be collected through a questionnaire requiring both fixed and open-ended responses. </p><p>The questionnaire developed through the planning phase and used for this study can be found in Appendix A.</p><p>Phase II: Collecting Data</p><p>Though Morrison et al (2007) states that including every individual would be virtually impossible this sample size will incorporate every student. The subject matter expert considers it necessary to include all students believes it no where near impossible, considering the sample size will be sixty students at the most. The subject matter expert needs the instruction to be implemented within the first month of the new school year, as such it is imperative the data be collected within the first or second week of school. The questionnaire will be short and can be combined with a short lesson, preferably at the end of a class.</p><p>Phase III: Analyzing the Data</p><p>Morrison et al. (2007) suggests identifying and prioritizing the data through needs or using them with goal analysis. To understand the needs of the students a table can be used to see the number of students who understand citation, plagiarism, and have actually completed a research assignment. Understanding citation 5</p><p>Have completed Were taught Know what Know what the a research how to cite plagiarism is: Destiny system is: assignment: sources: Number of 100%) 0% 60% 75% students in Class A: Number of 100%) 0% 60% 75% students in Class B</p><p>Table 1</p><p>This table will allow the instructional designer a visual representation, help </p><p> determine any differences between the two classes, and where the instructional designer </p><p> should focus the instruction. For example if students know what plagiarism is but do not </p><p> know how to cite sources then more attention should be spent on the latter during </p><p> instruction. Though the data cannot be obtained at this time, the subject matter expert </p><p> provided information on students from the 2008-2009 school year.</p><p>A second list should be made, detailing the classes in which students completed </p><p> research assignments, the topics, and the resources they have used.</p><p>Class A Class B Students have Science: (100%) Science: (100%)) completed research English: 100%) English: 100%) assignments in: Social Studies: 100%) Social Studies: 100%) Math: 0%) Math: 0%) Foreign Language class: 100%) Foreign Language class: 100%) Topics students Science: Independent Project; Science: Independent Project; have covered: Report on a given animal Report on a given animal Understanding citation 6</p><p>Resources students DESTINY; Encyclopedias in DESTINY; Encyclopedias in have used: library; Library reference library; Library reference books; books; Library science books: Library science books: the the internet internet</p><p>Table 2</p><p>This information will allow the instructional designer to narrow the instruction, </p><p> making it far more personalized to the learners. Again the data given in the tables above </p><p> was obtained from what the subject matter expert knew about the students from the 2008-</p><p>2009 school year.</p><p>Phase IV: Compiling a Final Report</p><p>A final report, as stated by Morrison et al. (2004, as cited in Brown & Green, </p><p>2006), will include a summary of the following; purpose, process, results, and the </p><p> recommendations of what is to be done. The purpose of this particular needs assessment </p><p> is to determine how well the students understand citation, plagiarism, and whether </p><p> students have any experience with research assignments. The process will include how </p><p> the needs analysis was implemented; and who implemented this process. In this study </p><p> the subject matter expert distributed the questionnaire to the students at the end of a class </p><p> in the first week of school. The results from the questionnaire indicated that while most </p><p> students have completed a research assignment they have never received instruction on </p><p> how to properly cite sources. In speaking with the subject matter expert nearly every </p><p> student should have received instruction on how to use Destiny though a number are still </p><p> having problems using the system. See Table 1 & Table 2 above for the gathered data. A Understanding citation 7 lesson on citation and plagiarism is necessary, and though the students seemed to be well versed in finding resources for topics the subject matter expert has requested a lesson on determining valid or credible sources. A brief overview of how to use Destiny is also recommended.</p><p>Learner Analysis</p><p>A learner analysis will be necessary to understand how to direct and determine the way instruction should be conducted for the students. The approach used for this learner analysis is Heinich, Molenda, Russell, and Smaldino’s (2002), which will “focus on three aspects of the target audience: general characteristics, specific entry competencies, and learning styles” (as cited in Brown & Green, 2006, p. 127).</p><p>Determining some general characteristics will help the instructional designer better understand some basic factors affecting the learners. The next few characteristics were taken from Heinich’s et al. (2002) suggestions they are the students’ ages, and experience with the topic. The subject matter expert for this study will know the ages, which will help the instructional designer understand the maturity level of the students. </p><p>The students in this study are twelve to fourteen years of age and their experience with the topic can be found in the results from the needs analysis questionnaire (Tables 1 & 2).</p><p>Specific entry competencies needed for this instruction are experience with computers and experience with the library catalog system, Destiny. If the instructor is not knowledgeable as to the students’ abilities in these areas a short, quick questionnaire or survey can be conducted and implemented. In this study the subject matter expert had already conducted a survey at the beginning of the year where one of the questions asked Understanding citation 8 about the students’ competency with computers. Information regarding the students’ understanding of the Destiny system can be found in the needs analysis section in the results from the questionnaire (Table 1).</p><p>Determining the learning styles of students will help the instructional designer create a lesson plan the students will understand as the instructional designer incorporates the styles into the instruction. The instructor can request the students learning styles from the guidance department. If students have not completed a learning styles assessment the guidance department can provide the subject matter expert or instructional designer with a learning styles assessment for the students to take. The subject matter expert is also able to provide information on students with learning disabilities and those who need specialized instruction. Students in the study have mostly visual learning styles, with a few auditory and kinesthetic learners; as such the lesson plans will incorporate each learning style.</p><p>Learner Context Analysis</p><p>The site where the instruction will take place is Hereford Middle School’s library media center. Students will be using the site’s computers, literature, and the desks located around the library media center. Every computer has Internet access, access to the school’s network, and access to the library’s catalog, Destiny. There will be a computer and projector available, both will be needed for the instruction and the projector can connect to a laptop if necessary.</p><p>Individuals who work in the library are the library media specialist and an instructional assistant. Time constraints within the library are limited to the duration of Understanding citation 9 the class. The instructor must reserve the library at least two weeks in advance to allow the library media specialist time to gather the resources necessary for the class.</p><p>Students will have more than enough computers as no class in the school is over thirty-five students and the library media center contains forty computers. Students will also be using the desks, which there are more than enough throughout the library. The library media center is located one hall over from the eighth grade wing so students may need an extra minute or so to arrive.</p><p>Progression of Problems</p><p>The progression of problems developed is based around the instructional problem; students have no knowledge of plagiarism, citation, or understanding of what a credible source is. This problem has been divided up into five smaller problems, which move from utmost guidance progressively downward to minimal guidance. The goals, objectives, and tasks eventually reach the final goal, of students locating four credible sources on volcanoes and summarizing these sources using proper citation and avoiding plagiarism. A graphic organizer depicting the progression can be seen in Appendix B.</p><p>The first problem in the progression is having students locate print and non-print sources. The library media specialist will be teaching the class in the library where students will work in groups to locate print and non print sources on a topic. The library media specialist will first present ways of searching for sources; reviewing how to use the library catalog for locating print sources and the Internet for locating non-print sources. </p><p>The library media specialist should make sure the students understand how to find the print sources in the library. The sources students are locating do not need to be credible, Understanding citation 10 the students must merely display that they are able to locate print and non-print sources. </p><p>Before the end of the lesson students will present their sources and how they found them.</p><p>Continuing to work in the library, the library media specialist will move on to the next problem in the progression, which is determining credible sources. The library media specialist will present certain questions that will allow students to determine if a source is credible. Examples of various print and non-print sources should be given with explanations as to why they are or are not credible. A list of credible sources should also be provided. The library media specialist will then watch the BrainPOP movie on using the Internet as a source and fill the BrainPOP Quiz while watching it. After being given these various examples and explanations, students will work on their own to find credible print and non-print sources.</p><p>Now that students understand how to locate credible sources the instructor can move on to the third problem, which is citing credible print and non-print sources. The work in the library will continue, as students will practice citing various print and non- print sources. The library media specialist will show a BrainPOP movie on citation and then go over how to cite print and non-print sources following MLA (Modern Language </p><p>Association) format, explaining what MLA format is and when citation is necessary. It will not be necessary to teach in text citations. Using what has been taught about citations the students will create a bibliography with five different sources (book with one author, book with two authors, encyclopedia, magazine, and website). Students will explain the components of a citation to be handed in as their exit ticket.</p><p>The tasks in the fourth problem of the progression will help students understand what plagiarism is and how to avoid it. Working in the library, the library media Understanding citation 11 specialist will explain what plagiarism is giving various examples in research and in popular media. Students should be made aware of why they should not plagiarize and the ramifications in middle school, high school, college, and the real world. Students should understand the difference between paraphrasing and quoting and will use this understanding to summarize various sources provided by the library media specialist.</p><p>End Problem</p><p>The end problem is as follows; “Students will locate five credible sources on volcanoes and summarize the sources using proper citation and avoid plagiarism.” </p><p>Students will conduct this research in the library utilizing the computers and only using the library media specialist when students cannot find the information any other way. </p><p>Using the resources available in the school library media center, students will write a factual paper on volcanoes that is at least one page long, single spaced, and in twelve point Times font. The paper should include information on how volcanoes are created, the effects of volcanoes, and one other piece of information the student finds interesting about volcanoes such as a description of famous volcanoes, where volcanoes are located around the world, volcanoes uses in pop culture etc. Understanding citation 12</p><p>Standards</p><p>Where they Correspond Standard MVSC – School Library Media: Grades 6-12 These standards correspond to the first 3.0 Collect Information: Students will be able to problem in the progression of problems collect information relevant to their current where students learn how to locate print information need. and non-print sources.</p><p>A. Collect Information 1. Students will use print resources efficiently and effectively. 2. Use non-print resources efficiently and effectively. 3. Use computer/online/digital resources efficiently 3.0 These standards correspond to the second A. Collect Information problem in the progression of problems 4. Evaluate the content of specific print where students are determining what a resources to determine accuracy and relevance of credible source is. content. 5. Evaluate the content of specific non-print resources to determine accuracy and relevance of content. 6. Evaluate the content of specific computer/online/ digital resources to determine accuracy and relevance of content. 3.0 This standard corresponds to the third 9. Record appropriate bibliographic information problem in the progression where students to cite sources. learn how to cite sources and create a bibliography. 3.0 These standards apply to the fourth 8. Use own words to capture concepts and avoid problem in the progression where students plagiarism are taught what plagiarism is and how to avoid it. They will demonstrate this 7.0 Ethical Use of Information: Students will knowledge in the end problem where demonstrate responsible attitudes toward the use of students will use paraphrasing and information. quotations to summarize sources and include a bibliography with proper citation A. Ethical use of information of sources. 1. Exhibit respect for the intellectual property rights of others. MTTS Students are locating a variety of sources I. Information Access, Evaluation, Processing and using the Destiny catalog system and Application internet. They will be putting this Access, evaluate, process and apply information information in bibliographic format and Understanding citation 13 efficiently and effectively. eventually use the knowledge for research projects. III. Legal, Social and Ethical Issues This standard applies to the fourth Demonstrate an understanding of the legal, social and problem where plagiarism will be ethical issues related to technology use. discussed and students will be taught about Fair Use. V. Integrating Technology into the Curriculum and This applies to the needs and learner Instruction assessments where information was Design, implement and assess learning experiences that gathered on learning styles and whether incorporate use of technology in a curriculum-related students could use the technology instructional activity to support understanding, inquiry, necessary to address the learning problem solving, communication and/or collaboration. problems. The fourth problem in the progression involves using a BrainPOP movie. The lesson plan involves students watching a BrainPOP movie. Students will be given information on how to access BrainPOP activities if they have any further questions on citation. AASL This standard applies to the students 1.1 Efficient and Ethical Information-Seeking learning how to use technology to find Behavior print and non-print sources in problem one and two. It also applies to problem four in the progression where students will be learning about plagiarism. 2.1 Knowledge of Learners and Learning This applies to the learner analysis and the assessment of learners in the lesson plan. 2.3 Information Literacy Curriculum Students will be using computers to locate non print sources in problem two and three in the progression of problems.</p><p>Section II: Lesson Plan</p><p>Task Analysis</p><p>The lesson plan will address the problem of students citing print and non-print </p><p> sources. Jonassen, Hannum, and Tessmer’s approach (1989 as cited in Brown & Green, </p><p>2006) will be used in creation of the task analysis for the lesson plan. This approach </p><p> involves inventorying tasks, describing tasks, selecting tasks, sequencing tasks and task Understanding citation 14 components, and analyzing tasks and content level. Jonassen, Tessmer, and Hannum </p><p>(1999) describe the process in further detail in their book Task Analysis Methods for </p><p>Instructional Design. In this book Jonassen et al. (1999) describes two phases, the first phase follows the same process as described above though the selection of the tasks is done before the description. The second phase is an instructional phase where the instructional designer specifies goals, needs, and objectives; develops tools for analysis; and identifies specifications for the outcome (Jonassen et al. 1999). The first phase will begin as follows:</p><p>Inventorying tasks</p><p>Jonassen et al. (1989 as cited in Brown & Green 2006) suggests creating a list of tasks, Jonassen et al. (1999) explains a number of ways to determine the tasks. For the identified problem tasks can be determined through, “the audience we are training/educating, and the organizational context and the goal orientation of the educational system.” (p. 9). In the progression of problems described earlier a few tasks were described to be used within the lesson for this problem, they are:</p><p>Task 1. Students will practice citing a. A print source with one author b. A print source with two authors c. An encyclopedia d. A magazine e. A website Task 2. The students will create a bibliography with five different sources (book with </p><p> one author, book with two authors, encyclopedia, magazine, and website)</p><p>Task 3. Students will complete a BrainPOP quiz Understanding citation 15</p><p>Task 4. Students will complete the BrainPOP Vocabulary Activity, and write a short </p><p> hypothesis on why they need to cite sources</p><p>Selecting tasks:</p><p>Tasks are selected based off priority and feasibility (Jonassen et al. 1999), the tasks listed above are all feasible and listed in order of priority, the first being the most priority, the last being the least. The last task is to be given as a homework assignment and the other tasks should be completed within the allotted time for the class. If the tasks cannot be completed in the allotted time the second to last task can be completed as a homework assignment.</p><p>Describing tasks</p><p>Each task should be described in detail and Jonassen et al. (1999) suggests including any knowledge necessary to the task or enabling objectives.</p><p>Task 1. – Before the students complete this task the library media specialist will instruct the students on how to cite the various sources listed under Task 1 above using </p><p>MLA citation and provide examples. The library media specialist will also distribute an </p><p>MLA citation guide the students can use if they are having trouble citing their sources. </p><p>Each student will already have knowledge of how to find the sources in the library media center and use the computers to find web sources.</p><p>Task 2. – By creating a bibliography, students will display their understanding of how to cite sources and create a bibliography, which will be necessary for research assignments they will complete later in the school year. Students will already have the knowledge of how to cite sources. The library media specialist will explain how to create Understanding citation 16 a bibliography in MLA format, display various examples, and explain when a bibliography should be used.</p><p>Task 3. – The handout the students complete will present the library media specialist with feedback on the students’ comprehension of the subject.</p><p>Task 4. – For homework students will complete a BrainPOP Vocabulary </p><p>Activity and determine why they need to cite sources. Students are expected to have some understanding as to why they need to cite sources and knowledge of citation, what a source is, and bibliography is.</p><p>Sequencing tasks and task components:</p><p>Jonassen (1999) states the sequencing of tasks also involves sequencing the instruction. The instruction and tasks will flow as follows:</p><p>Instruction:</p><p>1. The library media specialist will play the BrainPOP movie as an introduction to </p><p> citation</p><p>2. The library media specialist will explain what a bibliography and citation is</p><p>3. The library media specialist will explain how to cite various sources (book, </p><p> encyclopedia, magazine, website) using MLA format, providing examples and a </p><p> citation guideline to the students.</p><p>Task:</p><p>1. Students will practice citing various sources with the library media specialist </p><p> assisting when necessary</p><p>Instruction: Understanding citation 17</p><p>1. The library media specialist will explain how to create a bibliography and when it </p><p> is used</p><p>Task:</p><p>1. Students will create a bibliography using citations they already created. The </p><p> bibliography will include a book with one author, a book with two authors, an </p><p> encyclopedia, a magazine, and a website.</p><p>2. Students will complete a BrainPOP quiz</p><p>3. As their homework assignment, students will complete a BrainPOP Vocabulary </p><p>Activity and hypothesize why they need to cite sources</p><p>Analyzing tasks and content level:</p><p>Brown & Green (2006) title this step differently in their book than Jonassen et al. </p><p>(1999) though both are asking for the same information. This step is meant to describe </p><p> what a learner will do in this task regarding processing information and cognitive and </p><p> physical abilities. A student’s physical abilities are not necessary in any of the tasks; the </p><p> cognitive abilities however, are necessary. The cognitive abilities necessary can be </p><p> described through Bloom’s taxonomy of the cognitive domain (Bloom, Engelhart, Frost, </p><p>Hill, & Krathwohl, 1956, as cited in Brown & Green 2006):</p><p>Term: Use in tasks: Knowledge Students will locate sources to use in the task Comprehension Students will practice citing the sources they located Students will use their knowledge of citing sources to create a Application bibliography Students will students will complete a BrainPOP quiz Analysis Students will complete a Vocabulary Activity on what they learned Synthesis Students will hypothesize why citation is necessary Understanding citation 18</p><p>Use of Krathwohl, Bloom, and Masla’s affective domain (1964, as cited in Brown</p><p>& Green 2006) will further allow the instructor to determine the student’s understanding </p><p> of the material.</p><p>Term Response: Receiving Paying attention to the instructor Responding Participates and asks questions Valuing Helping another student understand citation even though they are not working in groups Organizing Response to hypothesis on why citation is necessary displays a greater understanding of the topic</p><p>Tell, Ask, Show, & Do</p><p>The following table uses the tell, ask, show, do sequence to display the instruction</p><p> that will take place during the lesson plan. Students will be provided with a citation </p><p> guideline to help them follow along with the instruction.</p><p>Students will be shown a BrainPOP movie on what a bibliography is and Show how to cite sources What is a bibliography? Ask What is a citation and what do you include in most citations? Tell the students what a bibliography is Tell Tell the students what a citation is Show the students how to cite a book with one and two authors Show Show the students how to cite an encyclopedia Where does the author’s name go? Ask Where does the title go? What is underlined in a citation? Show the students how to cite a magazine Show Show the students how to cite a website Ask What is the date of access and where does it go? Where do you normally find a date on a magazine? Understanding citation 19</p><p>Where do you normally find the copyright date on a website? Where can you find the title of a website? Students will practice citing books, encyclopedias, magazines, and Do websites Tell Tell the students how to create a bibliography and when it is used Show Show the students examples of bibliographies and how to create one Students will create a bibliography using the citations they already created. Do The bibliography will include a book with one author, a book with two authors, an encyclopedia, a magazine, and a website Do Students will complete the BrainPOP quiz on citation (As the homework) Students will hypothesize why they need to cite Do sources and as extra credit, explain plagiarism</p><p>Materials and Media</p><p>The materials to be used in the lesson plan are a citation guideline, BrainPOP quiz, and BrainPOP Vocabulary Assessment, these documents can be found in </p><p>Appendices C, D, and E, instructors with a BrainPOP account can download a better version of them from the website listed in the Works Cited page. The library media specialist will need to provide books with one author, books with two authors, encyclopedias, magazines, and a list of websites for the students to use in their citations. </p><p>Providing the books to the students will save time so the students can practice citation rather than find books.</p><p>Media necessary will be a projector either attached to a computer or able to be attached to a laptop to display the BrainPOP movie on citation. Computers will be necessary for every student so they may find Internet sources. Understanding citation 20</p><p>Assessments</p><p>Students will be assessed on their understanding of citation and bibliography with formative and summative assessments. The formative assessments will include the task where students are citing various sources, displaying the students understanding of how to create a citation. The second formative assessment will include the task where students are creating a bibliography, displaying the students understanding of how to create a bibliography</p><p>The summative assessments will include the in class BrainPOP quiz, which will assess the students’ understanding of the creation of a citation and bibliography. The completion of the Vocabulary Assessment will display the students’ in depth comprehension of citation, bibliographies, and sources. Understanding citation 21</p><p>Works Cited</p><p>American Library Association. (March 5, 2003). ALA/AASL standards: For initial </p><p> programs for school library media specialist preparation. Retrieved July 30, </p><p>2009, from </p><p> http://www.ala.org/ala/mgrps/divs/aasl/aasleducation/schoollibrarymed/ala-</p><p> aasl_slms2003.pdf</p><p>BrainPOP. (2009). Citing Sources. Retrieved July 30, 2009, from </p><p> http://www.brainpop.com/english/writing/citingsources/</p><p>Brown, A. & Green, T.G. (2006). The essentials of instructional design: Connecting </p><p> fundamental principles with process and practice. Upper Saddle River: Merrill </p><p>Prentice Hall.</p><p>Jonassen, D.H., Tessmer, M., & Hannum, W.H. (1999). Task analysis methods for </p><p> instructional design. Mahwah: Lawrence Erlbaum Associates.</p><p>Maryland State Department of Education. (2004). Maryland Voluntary State Curriculum</p><p>– School Library Media: Grades 6-12. Retrieved July 23, 2009, from </p><p> http://mdk12.org/instruction/curriculum/library_media/school_library_media_secon</p><p> dary.pdf</p><p>Maryland Teacher Technology Standards. (2002). Maryland Teacher Technology </p><p>Standards. Retrieved July 30, 2009, from </p><p> http://www.mttsonline.org/standards/MDTchrTechStdsMTTS.pdf</p><p>Morrison, G.R., Ross, S.M., & Kemp, J.E. (2007). Designing effective instruction. (5th </p><p> ed.). Hoboken: Wiley Understanding citation 22</p><p>Appendix A Name: ______Class: ______Mod: _____ What I know about citation, plagiarism, and research sources. Circle the response and provide a written explanation when asked.</p><p>1. Have you ever completed a research assignment? a. Yes b. No If Yes: What class was the assignment in? ______What was the topic? ______What resources did you use to research the topic? (Resources are: books, websites, newspapers, magazines etc. please list specific resources, for example: Encyclopedia Britannica, New York Times, Wikipedia) ______2. Have you been taught how to cite sources in a research assignment? a. Yes b. No If yes give an example: ______3. Do you know what plagiarism is? a. Yes b. No If yes explain what you know about plagiarism: ______4. Do you know what the Destiny catalog system is? a. Yes b. No If yes explain what it is: ______Understanding citation 23</p><p>______Understanding citation 24</p><p>Appendix B PITP Project Graphic Organizer Instructional Problem: Students have no knowledge of plagiarism, citation, or understanding of what a credible source is. Instructional Goal: Students will locate five credible sources on volcanoes and summarize the sources using proper citation and avoiding plagiarism. Guidance Provided Learners: Eighth Grade Gifted and Talented Science Students_</p><p>Students will locate five Students will credible sources on Students will develop an volcanoes and Students will cite credible understanding of summarize the sources Students will determine what a print and non- what plagiarism is using proper citation and Progression of locate print andcredible source is. and how to avoid it. Problems non-print sources print sources. avoid plagiarism.</p><p>Tasks – P1 Tasks – P2 Tasks – P3 Tasks – P4 Tasks – End P</p><p>Using the internet (Students have little to  How to create a  Understand what  Students will find (students should no knowledge about bibliography plagiarism is three print and two already have credible sources)  When they need to  Why and when non-print sources experience with “How can students create a citation is necessary  When this) determine if print bibliography  Difference between summarizing Using the Destiny and non-print  How to cite paraphrasing and include a few Catalog to search sources are varying sources quoting quotes but do not credible?” for sources (books,  NEVER COPY quote the entire Finding print Give an example of encyclopedias, AND PASTE source a non-credible sources in the magazines,  Given examples of  Include a source and explain library websites) using plagiarism bibliography in why MLA format MLA format Give an example of a credible source and explain why (Teacher could provide a list of credible internet sources) Understanding citation 25</p><p>Appendix C MLA Citation Guidelines</p><p>Book (One Author) Author Last name, First name. Title. City of publication: Publishing Company, Date Published. Example: Meyer, Stephanie. Twilight. New York: Little, Brown, and Company, 2005.</p><p>Book (Two Authors) Author Last name, First name and Second Author’s First name Last name. Title. City of publication: Publishing Company, Date Published. Example: Adams, Jonathan, and Elizabeth Richardson. The Cold War: Its Effect on the Past, Present, and Future of United States Diplomacy. New York: Old World Press, 1993</p><p>Encyclopedia (If given) Author Last name, First name. “Title of entry.” Title of Encyclopedia. Volume Number. City of publication: Publishing Company, Date Published. Example: Field, William. “Cold War Timeline.” Encyclopedia of 20 th Century History. Vol. 6. New York: Connecticut River Press, 1994.</p><p>Magazine Author Last name, First name. “Title of Article.” Title of Magazine. Date: Page Number(s). Example: McGrath, Ellie. “A Look Back At The Cold War.” Intelligence Agent Magazine. 12 Nov. 1991: 19-21</p><p>Website (If available) Author Last name, First name. “Title of Article.” Title of Website. Website Creator, Copyright Date. Date Retrieved. <website address></p><p>Example: “Plate Tectonics in a Nutshell.” Volcano Hazards Program. USGS, October 14, 2008. July 30, 2009. <http://volcanoes.usgs.gov/about/edu/dynamicplanet/nutshell.php> Understanding citation 26</p><p>Appendix D Understanding citation 27</p><p>Appendix E</p><p>You Do Not Complete an Explanation of a Footnote</p>