Dr. Zhang Yin is Associate Professor in the Department of Education, Ocean University of China. She obtained a Ph.D. in Education from The University of Hong Kong, Faculty of Education. Her research interests lie in the areas of digital literacies, anti-plagiarism literacy, social media in education, and ICT-supported teaching and learning. She has been involved in 30 research projects, with 19 projects serving as the Principal Investigator. She has published over 35 articles with 13 appearing in international academic journals. This includes key journals in the field of educational technology, such as The Internet and Higher Education, and British Journal of Educational Technology. She has received a number of awards, including Shandong Province Social Science Excellent Achievement Prize and Qingdao Social Science Excellent Achievement Prize.

• Chapter 1. Introduction.- Chapter 2. Plagiarism issues in higher education.- Chapter 3. Teaching to avoid plagiarism in academic writing.- Chapter 4. Design of an understanding-oriented pedagogy.- Chapter 5. Design of an ICT tool: the online writing system.- Chapter 6. Invigorating the understanding-oriented pedagogy through practice.- Chapter 7. The effects of the pedagogical intervention on students’ plagiarism.- Chapter 8. Key points derived from the research findings.- Chapter 9. Conclusion: future directions for the understanding-oriented pedagogy.- Appendices.

Dr. Zhang Yin is Associate Professor in the Department of Education, Ocean University of China. She obtained a Ph.D. in Education from The University of Hong Kong, Faculty of Education. Her research interests lie in the areas of digital literacies, anti-plagiarism literacy, social media in education, and ICT-supported teaching and learning. She has been involved in 30 research projects, with 19 projects serving as the Principal Investigator. She has published over 35 articles with 13 appearing in international academic journals. This includes key journals in the field of educational technology, such as The Internet and Higher Education, and British Journal of Educational Technology. She has received a number of awards, including Shandong Province Social Science Excellent Achievement Prize and Qingdao Social Science Excellent Achievement Prize.

• Chapter 1. Introduction.- Chapter 2. Plagiarism issues in higher education.- Chapter 3. Teaching to avoid plagiarism in academic writing.- Chapter 4. Design of an understanding-oriented pedagogy.- Chapter 5. Design of an ICT tool: the online writing system.- Chapter 6. Invigorating the understanding-oriented pedagogy through practice.- Chapter 7. The effects of the pedagogical intervention on students’ plagiarism.- Chapter 8. Key points derived from the research findings.- Chapter 9. Conclusion: future directions for the understanding-oriented pedagogy.- Appendices.

Dr. Zhang Yin is Associate Professor in the Department of Education, Ocean University of China. She obtained a Ph.D. in Education from The University of Hong Kong, Faculty of Education. Her research interests lie in the areas of digital literacies, anti-plagiarism literacy, social media in education, and ICT-supported teaching and learning. She has been involved in 30 research projects, with 19 projects serving as the Principal Investigator. She has published over 35 articles with 13 appearing in international academic journals. This includes key journals in the field of educational technology, such as The Internet and Higher Education, and British Journal of Educational Technology. She has received a number of awards, including Shandong Province Social Science Excellent Achievement Prize and Qingdao Social Science Excellent Achievement Prize.

• Chapter 1. Introduction.- Chapter 2. Plagiarism issues in higher education.- Chapter 3. Teaching to avoid plagiarism in academic writing.- Chapter 4. Design of an understanding-oriented pedagogy.- Chapter 5. Design of an ICT tool: the online writing system.- Chapter 6. Invigorating the understanding-oriented pedagogy through practice.- Chapter 7. The effects of the pedagogical intervention on students’ plagiarism.- Chapter 8. Key points derived from the research findings.- Chapter 9. Conclusion: future directions for the understanding-oriented pedagogy.- Appendices.