What students say they know, feel, and do about cyber‐plagiarism and academic dishonesty? A case study

This 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.