Plagiarism and copyright: Best practices for classroom education

Plagiarism and copyright infringement are terms that most students are familiar with, and when asked, most students will readily express the sentiment that plagiarizing the work of others or committing copyright infringement is wrong. Despite students' basic understanding of these concepts, many struggle to put them into practice. Often this is a result of students not having enough knowledge about how to cite sources or how copyrighted works can legally be reused for scholarly purposes. This article identifies a way in which copyright and plagiarism can be taught as well as a process students can work through when addressing these issues.     

Seven steps to help you become more knowledgeable about U.S. copyright law

As copyright law is so closely ingrained with library services, it is important for librarians to learn about it and how to balance the law with the needs of users. Unfortunately, many Library and Information Science degree programs do not address copyright issues as part of course curriculum. As such, librarians may have to educate themselves about the law. This article will identify seven steps librarians can take to facilitate this process.     

Emergence and maintenance of leadership among gifted students in group problem solving

This paper reports results of a study of the emergence and maintenance of leadership in groups of gifed students engaged in unstructured, creative production. The study used Fiedler's dimensional analysis of task structures. Information is presented concerning the relationship between group perceptions of leadership effectiveness, group product creativity, and the style of leadership adopted. Instructional implications for teachers of the gifted are presented.