Originally posted to eBridge, 13 February 2013
Ironically, ignorance is probably the most rapidly growing
problem in research. In the world of Google search, we assume that if it doesn’t
appear, it just isn’t worth our while. Methods and discipline in searching are
as important as ever, we just have to learn to work with automated tools –
distributed cognition is something that we just can’t ignore! Just as for using
people’s research properly, making connections is vital for success in knowing
where to look, and having people to correct us when we do fail.
Even more pervasive is the ignorance born of misunderstanding
– when we are inundated with so much readily available information, we often
choose not to ‘learn’ things properly, trust information without thinking
(Wheeler, 2012), or we underestimate the importance of ensuring real expertise
amongst our teachers. With the ever-growing library of information on the
world’s computers, it is easy for learners (and who knows, even teachers) to be
misled. The research of Ingersoll (1999, 2005) suggests that teachers can be
stretched thinly indeed.
Selective referencing can be born of a deliberate attempt to
bias the reader in favour of one’s own research, to bring disproportionate
attention to colleagues, or possibly just a symptom of ignorance. The final,
malicious misuse of research is of course to back up a false claim, or to
support an opinion without full consideration of the facts.
References:
- Ingersoll, R.M. (1999). The Problem of Underqualified Teachers in American Secondary Schools. Educational Researcher, 30(1), 21-22.
- Ingersoll, R.M. (2005). The Problem of Underqualified Teachers: A Sociological Perspective. Sociology of Education, 78(2), 158-178.
- Wheeler, S. (2012). Lies, damned lies, and the internet. Learning with e's [blog] 26 April. Available at: <http://steve-wheeler.blogspot.co.uk/2012/04/lies-damned-lies-and-internet.html> [Accessed February 2013]
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