It has been a couple of years since I've taught an undergraduate research methods class. I've just finished grading the first drafts of some proposals. Either I was blind before, or there has been a sea change in undergraduate writing. (Some of which leads to overuse and misuse of clich�s like, "sea change." Excuse the digression, I was "thinking outside of the box" for a moment--my "critical thinking" skills are fading. I will "dialogue" with my colleagues about this after "keyboarding" this complaint.)
It is obvious that many of these students have never been to the library to open a journal. If it's not on the Web, they won't find it. Of course, the ability to cut and paste increases the incidence of plagiarism. (And, like my high-school sophomore, they just can't seem to understand that Google helps me find the source in seconds.) Yes, I know the solution is to design assignments that require them to go to the library, require photocopies of the first page of any article that they cite, blah blah blah. But I wouldn't need to do this if it wasn't for the damn Internet AND the mindless emphasis on technology in K-12 and higher education. ************************************************* Michael T. Scoles, Ph.D. Director, Arkansas Charter School Resource Center Associate Professor of Psychology & Counseling University of Central Arkansas Conway, AR 72035 voice: (501) 450-5418 fax: (501) 450-5424 ************************************************* --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
