Law Student Information Seeking, and Understanding of Citation, Common Knowledge, and Plagiarism

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Description

Presentation paper for the 2017 International Conference on Knowledge Management. This paper studies information seeking behavior among law students including: how previous literacy training before and during law school, law student gender, where one attends law school, year in law school, and previously obtained education affects law students' selection of information sources, their understanding of common knowledge, and their decision of whether or not to give attribution to these sources.

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19 p.

Creation Information

Helge, Kris October 25, 2017.

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This paper is part of the collection entitled: International Conference on Knowledge Management (ICKM) and was provided by the UNT College of Information to the UNT Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 64 times, with 6 in the last month. More information about this paper can be viewed below.

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UNT College of Information

Situated at the intersection of people, technology, and information, the College of Information's faculty, staff and students invest in innovative research, collaborative partnerships, and student-centered education to serve a global information society. The college offers programs of study in information science, learning technologies, and linguistics.

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Description

Presentation paper for the 2017 International Conference on Knowledge Management. This paper studies information seeking behavior among law students including: how previous literacy training before and during law school, law student gender, where one attends law school, year in law school, and previously obtained education affects law students' selection of information sources, their understanding of common knowledge, and their decision of whether or not to give attribution to these sources.

Physical Description

19 p.

Notes

Abstract: This study examines how previous information literacy training before and during law school, law student gender, law student age, where one attends law school, year in law school, and previously obtained education affects law students' selection of information sources, their understanding of common knowledge, and their decision of whether or not to give attribution to these sources. Zipf's paradigm that states humans perform the least amount of work to complete the greatest tasks guides the analysis of this study. To examine these factors, the researcher completes six focus groups and disseminates an online survey via SurveyMonkey. The data collected from these research endeavors suggests that law students do exhibit some differences in understanding of citation and citation behavior based on age and their year in law school. They also exhibit some differences regarding their understanding of common knowledge based on their year in law school, where they received their information literacy training, and where they attend law school. Yet, no statistically significant differences are discovered regarding where one attends law school and law student citation and source selection. Further this study reveals law students may tend to follow Zipf's paradigm and seek the path of least resistance to accomplish law school assignments.

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  • 13th International Conference on Knowledge Management, October 25-26, 2017. Dallas, Texas.

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International Conference on Knowledge Management (ICKM)

Serving as digital proceedings, this collection includes papers, posters, and slides from invited talks as well as practitioner and sponsor presentations for the annual International Conference on Knowledge Management (ICKM).

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Creation Date

  • October 25, 2017

Added to The UNT Digital Library

  • Oct. 26, 2017, 3:36 p.m.

Description Last Updated

  • March 10, 2020, 10:57 a.m.

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Helge, Kris. Law Student Information Seeking, and Understanding of Citation, Common Knowledge, and Plagiarism, paper, October 25, 2017; (https://digital.library.unt.edu/ark:/67531/metadc1036578/: accessed April 20, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; crediting UNT College of Information.

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