By Stuart Singer, The Teacher Leader

The articles tell two totally different stories but ultimately coalesce around one basic conclusion.  The first was in the Washington Post by Jay Mathews entitled “Curiosity is banned at Westfield High”.  Mr. Mathews chronicled the “Expectations of Integrity” adopted by three AP World History teachers at Westfield HS in Fairfax County, Virginia.  This manifesto on research included:

"You are only allowed to use your OWN knowledge, your OWN class notes, class handouts, your OWN class homework, or The Earth and Its Peoples textbook to complete assignments and assessments UNLESS specifically informed otherwise by your instructor.''

Other than some overly dramatic capitalization the rules seemed reasonable enough.  However Mr. Mathews also noted:

“Students could not use anything they found on the Internet. They were not permitted even to discuss their assignments with friends, classmates, neighbors, parents, relatives or siblings.

Mr. Mathews then asked:

“What about complete strangers? The teachers had thought of that. ‘You may not discuss/mention/chat/hand signal/smoke signal/Facebook/IM/text/email to a complete stranger ANY answers/ideas/questions/thoughts/opinions/hints/instructions.’ The words were playful, but the teachers were serious. Any violations, they said, would mean a zero on the assignment and an honor code referral.”

I had two immediate reactions to these revelations.  First, I was very interested in learning what compelling experiences had led these teachers to such drastic rules.  Unfortunately they opted not to explain them.  Secondly, and more importantly, this extreme approach to educational research revealed a profound problem with utilizing information available in today’s world.

Ironically, the presumed argument made by these teachers– that use of the Internet or collaboration is inferior to class notes and textbooks - was substantiated a few days later in the discovery of some troubling facts presented in a book being used by fourth-graders in Virginia.  This state-approved text contained a portion stating that thousands of slaves fought for the Confederacy.  According to the Washington Post, this assertion which has been discounted by the vast majority of scholars on the subject was the result of some shoddy research.

“The author, Joy Masoff, who is not a trained historian but has written several books, said she found the information about black Confederate soldiers primarily through Internet research, which turned up work by members of the Sons of Confederate Veterans.”

Another issue concerning a misidentified breed of bear brought further questions about the accuracy of Ms. Masoff investigative skills.  

The critical component that ties these stories together is the revelation of a significant educational problem that needs to be addressed—preparing our students to perform accurate and meaningful research in the twenty-first century.

A serious problem requires a serious response

If a published author of school materials has difficulty navigating the information highway, how can we expect better from our students?  Banning all use of the Internet, arguably the most powerful research tool ever created, is certainly not the answer.  Nor will one-hour presentations by school librarians create Internet savvy students in 2010.  What is needed is a serious commitment of time and energy to ensure that we create the skills necessary to harness the immense power of the technology that is now available.

When I was in middle school every student was required to take a twelve-week course in typing.  I hated every minute of the class.  By week three I had grown to despise typing “the quick gray fox jumped over the lazy brown dog”.  But despite all of my fourteen-year-old anger the ultimate result of that course was that I had acquired a skill that would prove to be a critical asset throughout my life.

Today there is a compelling need to have a similar approach to research.  All students in the early portion of their secondary education should be enrolled in a class designed to teach them to both effectively utilize the information available and to discriminate between what is valid and what is not. 

What would such a class look like?

Though I am not a research expert, I could envision a course that was taught within the following parameters.  It would be conducted in a computer lab giving all students access to the Internet.  The first few weeks would focus on the fundamentals—learning to use the various tools available for research.  After those skills are mastered, students would undertake projects in a variety of disciplines.  For two weeks they could accumulate materials on a topic based in social studies.  The next project would be dedicated to scientific research.  One of the primary responsibilities of the teacher would be to demonstrate the unique approaches that are required for the two different subject areas.  These projects would be reviewed, graded and discussed for their strengths and weaknesses.  There would then be additional assignments exploring everything from literature to foreign language to math to artistic interpretation.  The possible subjects are unlimited and would require a constantly changing set of research skills.  Participants should be given the opportunity to work alone, in groups and with experts who have been contacted in the course of their investigations. 

A boatload of good outcomes

Such a serious commitment to the study of research—a graded class with a fulltime teacher—will reinforce for the students the importance of being able to judge the quality and accuracy of information.   In addition for an eighth or ninth grader the in-depth study of all of those different subjects will be a great introduction to the high school curriculum.  Meanwhile high school teachers could be given intense in-service sessions designed to strengthen their own research abilities.  Armed with this knowledge, when these educators make assignments that necessitate research in their high school courses, they would be able to reinforce the skills their students have previously acquired.