I’m on a wiki and Wikipedia bender of late, trying to get my brain around all of the implications for educators in terms of how to teach research and the use of sources. I think that this is actually a bigger challenge for elementary school teachers who are in that pre-exposition gray area. For instance, if my daughter gets assigned a “report” on Argentina, why wouldn’t she go first to the Wikipedia entry? The bigger question is why would she go anywhere else? The entry has 4,100 words and about 125 links to more information. It’s got maps and charts and pictures. It’s been edited like a gajillion times, most recently today with updated GDP figures. Ok, I know, I know. It might be all wrong. But you and I know…it’s not.
The bigger, bigger question is why should she do that report at all? I know she has to learn how to write, to organize ideas, to use different sources of information etc. And believe me, I want her to do all of those things. But do I want her doing what I did as a kid? (I did Argentina, you know.)
This goes back to George Seimens’ articulation of “know where” instead of “know what” learning. If she has access to the information and knows how to find it, isn’t that the important thing?
Of course, when kids are starting to defend thesis statements and pulling together different people’s opinions and all that good stuff, this all changes. Wikipedia might be a source, but that’s when they should be blogging.