<p>In this review <i>of Beyond Plagiarism: Transforming Pedagogy to Help Students Write with Sources</i> by Kenny Harsch and Betsy Gilliland, I analyze the book’s contents and key messages. The book attempts to redefine plagiarism by extending the definition beyond the traditional description of not acknowledging sources and promotes a “proactive pedagogy” approach to addressing plagiarism. Teaching students how to avoid plagiarism is recommended as part of teaching writing as a process. The purpose of the book is to guide educators on how to integrate a pedagogical approach to plagiarism by unpacking what plagiarism is and recommending specific tools instructors can use in their courses and assessments. The target audience of the book are faculty who primarily teach and assess through writing, as well as library and learning services staff who assist students with writing and integrating sources in places such as libraries, writing centres, or centres for teaching and learning.</p>