Blog post 3.2: Use and abuse

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]