The horrors of easy access to information
Nearly 45 years ago I submitted a school project at the end of the term. I thought I had done a pretty good job. On the whole the teacher marking it agreed, but he added the following qualification. ‘I really didn’t like your use of Encyclopaedia Britannica as source for some of your facts.’ I thought I had better see him and find out what was wrong. Had my use of the encyclopaedia corrupted the analysis in any way? Were the facts taken from it incorrect? No, none of that. He just didn’t like Encyclopaedia Britannica, largely because, as he put it, ‘using it is just too easy.’
Before you rush to judgment, remember I was 13 years old and not exactly producing an article for a refereed journal. So, as he told me he had deducted nearly 10 per cent from my marks for this use of sources, I felt I had suffered something of an injustice; not least because I had assembled other sources as well.
Fast forward to 2012, and for Encyclopaedia Britannica substitute Wikipedia; in fact, add the whole internet. There is now part of a whole generation of ageing academics who on the whole seem to think that, with the internet, research has become too easy for students; or maybe, they have so much easy access to information that they are ‘distracted’ by it and do inadequate work as a result. That, as it happens, is what a survey of teachers conducted by the Pew Research Center found in the United States. I suspect the results would be similar over here.
Of course easy access to information is not always a straightforward benefit. But it is still a benefit. I am not a supporter of the view that information is too precious to be made openly available to the uninitiated, or that it should only be used with the accompanying analysis of someone older and wiser. Indeed, when the printing press first became popular very similar arguments were made then. The task for teachers is not to persuade themselves that all this information and data ‘distracts’ students, but to ensure that students are trained and guided in its use. But we should avoid giving the impression that knowledge is too valuable to be openly shared. That is not what the academy is about.