Abstract:
This study investigated students' and teachers' conceptions of copying within a New Zealand primary school, as a step towards an increased understanding of information literacy issues in schools. Previous research has suggested a considerable degree of copying from information sources takes place when students do independent research work. In collaboration with classroom teachers, the study utilized semi-structured interviews, observations, focus group discussions and content analysis of student work to examine the factors influencing information use and copying behaviour. The theoretical framework for the study derived from a relational model of information literacy, focussing on the varying experiences students have of copying and plagiarism as they use information.
The study found that while many students were copying a lot of their work, they were mainly copying what they could understand. Copying did not relate to students' engagement with information, and nor did it mean that students were not making sense of information. Many students considered copying to be an acceptable way of using information, and it happened most when students had no other skills available for recording information. Internet access generally did not assist students to use information well. Teachers' understanding of the research process could be developed further to focus more on how students can use information to make sense of it after it has been located.
