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| RESEARCH IN THE DIGITAL AGE: A PERSPECTIVE | | |
Dr. Pragya Khanna
Everyone knows that the Internet has led to an outburst of available information. When we search for information about a topic, we are met with a plethora of articles, from both credible and non-credible resources. The ability to investigate and explore and proficiency and knack in research has always been considered to be a stronghold of any discipline, though the nature of research itself has speedily changed with the development of Internet and our society has become less dependent on paper-bound books.
There used to be an inherent trust while gathering information from libraries consulting high class periodicals, journals and magazines that the information we found was the most pertinent to our query, was presented in a (relatively) unbiased way, and was accurate. Now, finding the information is only a small fraction of the challenge of research. The responsibility of the students now lies in differentiating and discerning if the source they found contains accurate, factual, and documented, standard and established information. After that, they must resolve what the purpose of their source is, and whether or not it is providing the information in a considerably skewed manner. Who paid for the website? How many sources are cited for their information? And so on!
0Today, people are not necessarily considered knowledgeable based on how much information they know, but by how much facility they have with that information; how to analyze and evaluate the information they find is more important than gathering that information together in one place. We ask our students to research, but it is not simply about finding information anymore. Students will need to sift through multiple perspectives on the Internet, and eventually choose which perspectives are valuable, significant and useful for their purpose.
Another important aspect is that the availability of textual material in electronic format has made plagiarism easier than ever. Copying and pasting of paragraphs or even entire essays now can be performed with just a few mouse clicks. Irony of the situation is that many students simply do not know what plagiarism is. Their awareness, if any, often derives from urban legends and myths (“Everything on the Internet is public domain and can be copied without citation”). Though there are other students who know what plagiarism is, but don't consider it wrong.
Writing a research paper helps to build up the expertise of researching (looking for relevant material in the information universe), problem solving (the principal work), critical analysis, evaluation and judgment, writing (language is the most potent tool), perseverance and commitment.
Plagiarism on research papers takes many forms. Some of the most common include:
• Downloading a free research paper. Many of these papers have been written and shared by other students. Since paper swappers are often not among the best students, free papers are often of poor quality, in technicalities, procedures and content. Some of the papers are surprisingly old (with citations being no more recent than the seventies).
• Cutting and pasting to create a paper from several sources. These ‘assembly-kit’ papers often deceive by wide variation in tone, diction and citation style. The introduction and conclusion are often student-written and therefore noticeably different from and weaker than the often glowing middle.
• Faking a citation. In lieu of real research, some students will make up references and supply fake citations. The fake citation can be either completely fabricated (The American Journal of Enviro Studies), or it can refer to a real source (book, journal, or Web site) which contains no such article or words that have supposedly been used. You can discover this practice by randomly checking citations.
These students do not seem to realize that whenever they cite a real source, they are strengthening their writing that reveals that they have performed research work and synthesized the findings into their own argument.
Student use of the Internet for research is a constant source of academic debate and controversy. Some mentors argue that the simplicity with which one can “copy and paste” information makes it too enticing for students to do just that rather than developing their own thoughts and ideas.
Plagiarism has been around since the beginning of planned education; consequently, it is probable that there will always be students who plagiarize. Now that the Web has made it even easier for students to defraud and take undue advantage of it, it has become imperative for teachers to combat plagiarism. Knowing exactly what plagiarism is, learning the clues to detect plagiarism, and practicing the strategies to prevent it can aid teachers in detouring plagiarism.
It is so disappointing to learn that students no longer made the bibliographic index to periodicals. I remember many hours searching rabbit trails for information just from that resource alone whether for academic research or personal interest it was like treasure hunting.
Now a quick keyword to Google may bring up 100,000 hits. How is a young researcher to know which one to select for valuable, accurate information? I think a lot of work will need to be done with students so that they know which resources to select. Students still need to know the major types of reference materials even if they open them through their computers and google.
In words of Craig Barrett, Former Intel CEO and chairman, “A good teacher is more important than technology in the classroom”. |
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