Academic Integrity Hybrid & Mashup Hybrid & Mashup module
Monash University Library
Academic Integrity Hybrid & Mashup
Hybrid & Mashup module
Use this document as an alternative to the online interactive tutorial
Contents
Use this document as an alternative to the online interactive tutorial ........................... 1
Screen 5 – What is Hybrid and Mashup plagiarism? ................................................. 5
Screen 6 – How can I avoid Hybrid and Mashup plagiarism? .................................. 7
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Screen 1- Title – Hybrid and Mashup
Title image showing mash up of different vegetables such as a carrot, pepper and tomato displayed in the form of a carrot.
A Hybrid & Mashup involves taking contributions from different sources, making some changes to them and combining them together in an attempt to synthesise something new. This module will help you to identify the difference between work with Hybrid & Mashup plagiarism and true synthesis.
This activity will take approximately 10 minutes to complete.
Screen 2 – Introduction
Image of a female student pointing to an example of a student’s reflective blog post.
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Telephone +61 3 9902 6000 Facsimile +61 3 9905 4007 www.lib.monash.edu.au
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We’ll start by examining this student’s reflective blog post, an assessable task in several faculties at Monash. There are three sections to compare the text with the original sources the student has used where the learner is asked to roll over the sections to read the original texts. A question will follow on the next screen.
Comparative studies must measure according to the same scales!
Student Submission
[ Section 1 ] When we compare scale scores, such as self-esteem, across different groups, we make a critical assumption that the scale measures the same construct in all of the groups (Chen, 2008, p. 1005). If that assumption is true, comparisons and analyses of those scores are valid, and subsequent interpretations are meaningful. However, if that assumption does not hold, such comparisons do not produce meaningful results. [ Section 2 ] The comparative approach has had a long history in the behavioural sciences; for as long as man has recorded his observations on man, he has seemingly been compelled to note group differences in behaviour, and occasionally to attempt the discovery of similarities. [ Section 3 ] An essential ingredient in any comparison is a variable that forms a scale with identical or invariant scale properties for the persons or groups to be compared.
[ Section 1 – original text ] “When we compare scale scores, such as selfesteem, across different groups, we make a critical assumption that the scale measures the same construct in all of the groups. If that assumption is true, comparisons and analyses of those scores are valid, and subsequent interpretations are meaningful. However, if that assumption does not hold, such comparisons do not produce meaningful results”. (p. 1005)
Chen, F. (2008). What happens if we compare chopsticks with forks? The impact of making inappropriate comparisons in cross-cultural research.
Monash University, Clayton Campus, Wellington Road, Clayton, Victoria, 3800, Australia
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Journal of Personality and Social Psychology 95(5), 1005 –1018. doi:
10.1037/a0013193
[ Section 2 – original text ] “The comparative approach has had a long history in the behavioural sciences; for as long as man has recorded his observations on man, he has seemingly been compelled to note group differences in behaviour and occasionally to attempt the discovery of similarities”. (p. 120)
Berry, J. W. (1969). On Cross-Cultural Comparability. International Journal of
Psychology 4(2), 119-128. doi:10.1080/00207596908247261
[ Section 3 – original text ] “An essential ingredient in any comparison is a variable that forms a scale with identical or invariant scale properties for the persons or groups to be compared”. (p.737)
Poortinga, Y.H. (1989). Equivalence of cross-cultural data: an overview of basic issues. International Journal of Psychology, 24(6), 737-756. Doi:
10.1080/002075988908246809
Screen 3 – What are the issues here?
Image of a female student holding a noticeboard with a list of issues that apply to the example shown on screen two.
Which of the following options apply to the example on the previous screen? a) Only one of the three sources used is cited (Feedback: Well done. The use of in-text citing is inconsistent).
Monash University, Clayton Campus, Wellington Road, Clayton, Victoria, 3800, Australia
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(Feedback: Yes. The student used the authors’ exact words and did not cite correctly. There is nothing here to indicate that these are direct quotations (e.g. names, page numbers and quotation marks). This is not the only issue). c) There is no original material here (Feedback: This is the major problem. Even if the student had cited the direct quotations accurately, it is not appropriate to simply re combine others’ words without any original input).
Screen 4 – Student Example
Image of a female student pointing to a speech bubble explaining what Hybrid
& Mashup plagiarism is using the previous example from screen three.
The types of plagiarism illustrated in the example are Hybrid & Mashup.
Hybrid plagiarism happens when a correctly cited source (or sources) is combined with copied sources that are not cited. You can see that Chen has been cited correctly in APA 6th style, but the blog entry goes on with a mix, or,
Mashup of other uncited sources. Mashup is a combination of copied material from several sources.
Click the APA referencing guide
( http://guides.lib.monash.edu/content.php?pid=346637&sid=2835402 ) to learn more about citing and referencing in the APA style.
Screen 5 – What is Hybrid and Mashup plagiarism?
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Telephone +61 3 9902 6000 Facsimile +61 3 9905 4007 www.lib.monash.edu.au
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Image of a female student pointing to a student’s submission with correct citations and referencing.
This is the same blog entry with correct citations and referencing. It is supposed to be a student’s reflective blog, but there are no personal insights or thoughts in the work. Because of this, the student will probably fail the assignment.
Each of the sections has an accompanying reference list for the works cited.
Student Submission : Comparative studies must measure according to the same scales!
[ Section 1 ]
“When we compare scale scores, such as self-esteem, across different groups, we make a critical assumption that the scale measures the same construct in all of the groups. If that assumption is true, comparisons and analyses of those scores are valid, and subsequent interpretations are meaningful. However, if that assumption does not hold, such comparisons do not produce meaningful results” (Chen, 2008, p. 1005). [
Section 2 ]
“The comparative approach has had a long history in the behavioural sciences; for as long as man has recorded his observations on man, he has seemingly been compelled to note group differences in behaviour, and occasionally to attempt the discovery of similarities” (Berry, 1969, p. 120). [
Section 3 ]
“[A]n essential ingredient in any comparison is a variable that forms a scale with identical or invariant scale properties for the persons or groups to be compared” (Poortinga, 1989, p. 737).
References :
[ Section 1 ] Chen, F. (2008). What happens if we compare chopsticks with forks? The impact of making inappropriate comparisons in cross-cultural
Monash University, Clayton Campus, Wellington Road, Clayton, Victoria, 3800, Australia
Telephone +61 3 9902 6000 Facsimile +61 3 9905 4007 www.lib.monash.edu.au
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Monash University Library research. Journal of Personality and Social Psychology 95(5), 1005 –1018. doi: 10.1037/a0013193
[ Section 2 ] Berry, J. W. (1969). On Cross-Cultural Comparability.
International Journal of Psychology 4(2), 119-128. doi:
10.1080/00207596908247261
[ Section 3 ] Poortinga, Y. H. (1989). Equivalence of cross-cultural data: an overview of basic issues. International Journal of Psychology , 24(6), 737 –756. doi: 10.1080/00207598908246809
Screen 6 – How can I avoid Hybrid and Mashup plagiarism?
Image of a female student pointing to a speech bubble.
The most obvious solution is to write what YOU think about the topic after reading and listening to what others have to say. Your tutors want to know that you have thought about the content of the lectures, tutorials and readings, and drawn your own conclusions.
You should refer to your source material in order to discuss your reaction to the ideas expressed, and to support your own opinions.
Read the next screen to see a good example.
Screen 7 – Ideal Example
Image showing a female student pointing to an ideal example of written work.
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You can see that the student has:
analysed the task well and recognised that reflection requires personal insights into the issue, which can be expressed using personal pronouns (‘I’, ‘we’, etc)
thought deeply about the task and the issues involved, thereby demonstrating critical thinking
sought relevant evidence to support their ideas and cited it accurately.
Student example :
Comparative studies must measure according to the same scales!
An important principle that needs to apply to our group-work assignment relates to the comparison of data. Our group report runs the risk of invalidation if the data we are comparing do not have very similar properties.
This is something I have been reading about in my role as background researcher and writer of the methodology section in my assignment team. The literature that I have read makes this clear: “An essential ingredient in any comparison is a variable that forms a scale with identical or invariant scale properties for the persons or groups to be compared” (Poortinga, 1989, p.
737).
References
Poortinga, Y. H. (1989). Equivalence of cross-cultural data: an overview of basic issues. International Journal of Psychology , 24(6), 737 –756. doi:
10.1080/00207598908246809
Screen 8 – Conclusion
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Image showing a female student pointing to a list of what has been learnt on completion of the Hybrid & Mashup module.
Having completed this module you should have learned that:
Original submissions need to come from your understanding of the material, not just your use of the words.
Thinking about all your sources before preparing your submission will make it easier to demonstrate your understanding in your own way.
Other sources should be used to support YOUR ideas, not to define how you present them.
To avoid Hybrid & Mashup plagiarism, develop your practical skills such as analysing the task and effectively researching the topic, and your cognitive skills including critical thinking and synthesis of ideas. You can learn more about these from the links on the next screen.
Screen 9 – Additional Resources
Image shows titles and icons of related resources.
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We hope that you found this activity useful.
Click the links below to view other modules in this academic integrity tutorial:
Introduction: Academic integrity
( http://monash.edu/library/skills/resources/tutorials/academicintegrity/introduction )
Ethics ( http://monash.edu/library/skills/resources/tutorials/academicintegrity/ethics/ )
Practical skills
( http://monash.edu/library/skills/resources/tutorials/academicintegrity/practical-skills )
Cognitive skills
( http://monash.edu/library/skills/resources/tutorials/academicintegrity/cognitive-skills/ )
Ctrl-C plagiarism
( http://monash.edu/library/skills/resources/tutorials/academicintegrity/ctrl-c/ )
Error-404 plagiarism
( http://monash.edu/library/skills/resources/tutorials/academicintegrity/error-404/ )
Find-Replace plagiarism
( http://monash.edu/library/skills/resources/tutorials/academicintegrity/find-replace/ )
Hybrid & Mashup plagiarism
( http://monash.edu/library/skills/resources/tutorials/academicintegrity/hybrid-mashup/ )
Recycle & Clone plagiarism
( http://monash.edu/library/skills/resources/tutorials/academicintegrity/recycle-clone/ )
Remix plagiarism
( http://monash.edu/library/skills/resources/tutorials/academicintegrity/remix/ )
Monash University, Clayton Campus, Wellington Road, Clayton, Victoria, 3800, Australia
Telephone +61 3 9902 6000 Facsimile +61 3 9905 4007 www.lib.monash.edu.au
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Retweet plagiarism
( http://monash.edu/library/skills/resources/tutorials/academicintegrity/retweet/ )
Collusion ( http://monash.edu/library/skills/resources/tutorials/academicintegrity/collusion/ )
Consequences
( http://monash.edu/library/skills/resources/tutorials/academicintegrity/consequences/ )
Getting help
( http://monash.edu/library/skills/resources/tutorials/academicintegrity/getting-help/ )
Monash University, Clayton Campus, Wellington Road, Clayton, Victoria, 3800, Australia
Telephone +61 3 9902 6000 Facsimile +61 3 9905 4007 www.lib.monash.edu.au
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