Abstract
AbstractThis article presents results of a case study that used self‐reported paper‐and‐pencil questionnaire by thirty‐seven junior high school students with regard to their understanding of, attitudes, and behaviors toward plagiarism in the Web environment. Performance indicators used in the questionnaire were framed in the context of information literacy standards. The article identifies those areas that intervention programs should be designed on the basis of students' gaps and levels of understanding with respect to responsible uses of information in general, and especially of digital networked resources.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Proceedings of the American Society for Information Science and Technology
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
