We joined the Ct library consortium to get a break on Turn It In because it is so expensive for schools with high enrollment numbers.

We have had it for several years, but it never took hold with teachers. One teacher used it with fidelity, but primarily with UConn ECE courses.

We have since discontinued, for the same reasons. Our instructional tech director is exploring the same pathway with originality reports. 

My sense is that, in this school climate, teachers don't have the extra energy to use something like Turn It In unless it a well-established habit. And, it seems more are breaking down research and longer assignments like that into chunks that teachers are monitoring along the way.

When I work with classes on research, typically with social studies, I review the notes, require databases, require some kind of organizer that shows some lateral reading and source evaluation. When I review notes on an article, I also check the link. I don't penalize for copy and paste, but I do require a do-over. So it costs time in the process for students, which is a meaningful consequence from their point of view. I also build in research conferences (Google Meets now) and have an elevator pitch where I can get a sense of the depth of their understanding. I ask them to watch clips from PBS News Hour to see how journalists discuss topics to give them a model for our check in time.

From: CASL-L <casl-l-bounces@mylist.net> on behalf of Michele Eligio <meligio@northbranfordschools.org>
Sent: Friday, October 30, 2020 9:47 AM
To: casl list serv <CASL-L@mylist.net>
Subject: [CASL-L] Google Originality Reports vs TurnItIn