Tag Archives: Research

Assignment 9B

Posted on November 19, 2016 by | Leave a comment

Under Vaidhyanathans argument, sadly I do believe that I trust Google but it depends. What I mean by this is every time any of us are on the internet (or at least for me), there is an instinct to go to Google. For researching for basic facts or a problem in society, I go straight to google. I do trust google to bring me to basic searches on the web. For example, if I have a question I google it to see different answers. I then by my own judgment, choose a site I see best fit for my question. However in regards to personal life I have seen google shows my twitter account, Facebook, Instagram, and Youtube. With that in mind, google worries me. I do believe I trust google for basic searches as a I said, but NOT for personal accounts and knowledge. I do not trust the taking of my accounts in a way that anyone can find or see them. But is there a solution to this problem? Like am I supposed to just delete my accounts? I do have a privacy setting, but I am not sure if this is enough to protect my identity on google. Lastly as for knowledge being a college student in my third year, I understand how to find relevant, useful, and valid information. Iv’e used data bases every year in my previous English classes, I do not use google for information related to academic research or intellectuality. As a whole, I trust google on some level but not on all levels.

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Assignment #8B

Posted on November 8, 2016 by | Leave a comment

Meszaros journal article, “Who’s in Charge Here? Authority Authoritativeness, and the Undergraduate Researcher” mentions questioning authority. Meszaros demonstrates how novice researchers only focus on administrative authority, ignoring crucial facts. For example, students are only focused on getting a good grade and in order to accomplish it. They will blindly follow the direction given by their professors, ignoring whether they should question the instructions.

Personal epistemology theory, which is based on subsequent cognitive development researchers show there are two types of young adults. Dualist, who will believe anything they’re told by “authority” without researching themselves. While Multiplists, believe that anyone’s opinion is valid. A young adult who is a dualist and a multiplist is not enough. Young adults don’t take it upon themselves to researcher the knowledge they acquire. These filters hinder the way a students can and should analyze information. Meszaros mentions that these student should question the authority, and question the knowledge the “authority” claims.

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Assignment 8B

Posted on November 7, 2016 by | Leave a comment

The concept of “Questioning Authority”  in the context of Meszaros reading means who is in charge academically. Meszaros says that everyone in a college has knowledge from a professor to a librarian. Yet when we have tests or some school work we prefer to ask other students then the professor or another faculty member. Now the question is who has authority over the learning student. Either other students because we feel more comfortable, yourself because we trust our opinions more then facts, or a professor because he is the one who gives us the A. The he talks about librarians and how we don’t see them as an authority because we don’t depend on them for our academic outcome. At the end of the day the authority is the one who has cognitive abilities that help you as a student feel confident and help you succeed. It does not matter weather it is a professor or a librarian.

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Assignment #6B

Posted on November 1, 2016 by | Leave a comment

Martin’s book  chapter is available to read as a PDF on the web because, he wants to share his knowledge of research strategies. Martin shares how knowledge is built in mainstream research: “Funding in particular areas and for particular applications is of fundamental… hierarchy within research communities keeps most junior researchers in line.” Martin shows us why the research structure is set up a certain way, some researchers may want to go outside of the mainstream idea. If they do, then they lack being noticed and funded. Martin then shows us another type of research, community participation. This type of research allows anyone to join in research projects with no credentials, leaving control to the community. Martin challenges professional researchers by giving other types of strategies. In having the chapter available as a PDF, Martin gives the audience a chance to research which type of strategy is better for them.

The availability of this book chapter being online does exemplify Martin’s idea that scholarship should be liberated. Martin liberated his idea of how knowledge is build, in doing so he shows the readers why research is done the way it is. Since most research is targeted to certain groups by writing research a certain way, excluding non-credential researchers. Martin’s chapter is written for the reader to better understand, allowing more opportunities for individuals.

 

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