Adam Graber directed me to this
New York Times article about the consequences of digital (and hence, mashable) texts. The whole thing is interesting in its entirety, but what drew my attention was this quote:
“Online research enables scholars to power-search for nuggets of information that might support their theses, saving them the time of wading through stacks of material that might prove marginal but that might have also prompted them to reconsider or refine their original thinking.”
This strikes me as a very real problem. It’s really easy to be a bad scholar. The task of refining your thinking and mastering your subject requires time, focus, and discipline—three things we have in short supply. For all their benefits, digital texts make it easier to veil poor thinking and inadequate mastery of the subject. The power of machine searching delivers a trade-off: a vastly greater pool of data with a vastly more superficial grasp of it. The efficiency of search obsoletes that horribly inefficient part of research, “wading through stacks of material.”
(Perhaps I should qualify my pronouncements: I obviously speak for myself, not for all of academia. My academic credentials amount to a master’s degree and a single journal article*. The temptations and follies I describe are my own.)
A few weeks later, Adam noted that
Oxford University Press is trying to address these concerns. In brief, they’re producing “a straightforward, hyperlinked collection of professionally-produced, peer-reviewed bibliographies in different subject areas—sort of a giant, interactive syllabus put together by OUP and teams of scholars in different disciplines.”
The Oxford Bibliographies will no doubt have efficient search capabilities, quick retrieval of the desired documents, and a large pool of data in one place. But by foregrounding the texts that scholars have judged most important, they encourage you to wade through material that should be known, even (especially?) if it’s irrelevant or destructive to your thesis.
As you can tell, I like this image of “wading through stacks.” It sounds like a mixed metaphor, but it makes me think of walking the key shelves in the library stacks. The mass of (potentially) relevant titles thicken the air in that spot, slowing your pace to a shuffle. You look up and down the shelf, pulling out a volume, browsing, letting your mind quicken as your feet slow.
Interestingly, the library in which I picture myself wading like this is the University of Edinburgh library, where I spent a mere six months (as opposed to the four years at the University of Minnesota and three years at Trinity University). I suppose it’s related to the fact that British syllabi encourage more wading. Instead of telling you about the five required books and when you’re supposed to read each chapter, British syllabi give you a list of forty books and tell you to have fun. Read around, master the subject, and at the end of term, write a big old essay about the subject (which will be 100% of your grade for the course).
In my experience, this system results in lower grades but better habits.
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*Forthcoming :-)
