I’ve been working on the topic of Addressing Visual Plagiarism for the last five years, and after a long peer review process, I can finally announce the publication of my latest research in the International Journal of Education & the Arts. My paper, titled "Visual Plagiarism and a New Framework to Address Localised Opinions and Perceptions in Applied Arts Education," explores a critical topic in the realm of applied arts education.
Visual plagiarism is a complex issue, and we set out to unravel its intricacies. Our study, conducted at Nanyang Technological University, Singapore, was funded by a Tier 1 Research Fund and instigated by NTU’s Research Integrity & Ethics Office (RIEO). The study examined localised perceptions and concerns of educators, students and academic support staff.
The findings highlighted significant disparities in understanding and viewpoints, and in response, we introduce the LDHE conceptual framework—a pioneering tool designed to empower faculty in the domains of art and design to effectively address the challenges posed by visual plagiarism. This framework aims to bridge these gaps, fostering critical thinking and ethical practices.
This publication is particularly significant because it addresses a gap in the scholarly material related to visual plagiarism. While extensive research exists on text-based plagiarism, our work provides a fresh perspective on non-text-based plagiarism in the context of applied arts education.
The paper is available as an open-access publication in the International Journal of Education & the Arts, 24(18), a Q1 publication, meaning the work is freely accessible to educators, students, and researchers across the globe. You can access the full paper and explore our research by following this link to the paper.
You can also see a short video abstract below, which concisely summarises the research.
Our aim is to promote a deeper understanding of visual plagiarism and equip educators and students with the knowledge and tools to safeguard artistic integrity.