Bridge over troubled water: A literacy approach to using Turnitin

Authors

  • Vivien Silvey Australian National University
  • Tess Snowball Australian National University
  • Thuy Do Australian National University

Keywords:

Turnitin, plagiarism detection software, authorial voice

Abstract

The text matching software Turnitin is now used in one form or another by over 90% of Australian universities. Unfortunately, both educators and students commonly view Turnitin as a plagiarism detection tool. We argue that this focus limits the effectiveness of Turnitin by contributing negatively to staff and students’ anxiety and may incongruously lead to poor academic practice. In line with emerging research, we advocate a literacy approach to using Turnitin that harnesses its potential to develop students’ academic writing. However, unlike this research which has tended to focus on discipline-specific courses rather than academic language and learning courses, our study developed teaching resources and activities designed for use by students of all disciplines and programs. The resources were evaluated in month-long preparatory academic skills programs with 46 international students. Our approach not only reduced students’ anxiety; importantly, it assisted students to develop their authorial voice and better understand appropriate citation practices. Our results demonstrate that Turnitin has potential to assist students with their writing, particularly if it is primarily viewed as a tool that is inextricably connected to academic writing, and intersects with timely and constructive academic learning resources.

Author Biographies

Vivien Silvey, Australian National University

Vivien Silvey is a Learning Adviser at the Academic Skills and Learning Centre. She holds a PhD in Film Studies at the ANU, and is a Fellow in the Higher Education Academy. She has over 5 years teaching in higher education, as an academic and in her current Learning Adviser role. She has extensive experience in using Turnitin, both as course convenor for undergraduate courses in Gender, Sexuality, and Cultural Studies, and in work with the Introductory Academic Program.

Tess Snowball, Australian National University

Tess Snowball is accredited as a Senior Fellow in the Higher Education Academy and has a Masters of Education, Higher Education. Tess has over 14 years’ experience teaching in higher education including as an academic, a learning adviser and in her current role as Manager for Academic Skills and Learning Centre. Her teaching experience has involved designing, delivering and evaluating teaching in a variety of contexts. Additionally, Tess has an extensive background in a range of student support areas.

Thuy Do, Australian National University

Thuy Do is a Learning Adviser at ANU’s Academic Skills and Learning Centre. She holds a PhD in International Relations at the ANU. Thuy has teaching and research experience in both her field of study and in education. She works with colleagues to develop resources to assist students’ learning, reflect on teaching and seek ways to improve practices. Thuy currently convenes the Introductory Academic Program.

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Published

2016-01-25

How to Cite

Silvey, V., Snowball, T., & Do, T. (2016). Bridge over troubled water: A literacy approach to using Turnitin. Journal of Academic Language and Learning, 10(1), A206-A222. Retrieved from https://journal.aall.org.au/index.php/jall/article/view/386