As I'm sure you know, yesterday
Wikipedia took all its English content offline for 24hrs in protest at
the US's proposed legislation to prevent the misuse of copyrighted
material online, the 'Stop Online Piracy Act' (SOPA). This act seeks to
give the US the power to impose sanctions on web site owners
who contravene copyright laws, and so raises important questions about
who is responsible for creative ideas and material online, who owns it
and what constitutes misuse. The scale of the protests against SOPA is a
sign of its importance. Popular sites like YouTube, Wikipedia, Facebook and
Flickr, which are populated by 'User-Generated Content' (UGC) are all
potentially at risk in the face of this legislation.
I
was really keen to discuss this issue with my students as it could have
an enormous impact on them, however, it seemed that for many of them
the issues at stake were not so much the questions of freedom of speech,
ethics and legality, but rather the question of how they could function
without Wikipedia as a research tool.
Such
is the power of Wikipedia and its influence and reach as a first port
of call for information, and yet it is a site that strikes dread in the
hearts of many academics who contend that the content on Wikipedia
cannot be relied upon as it can be edited by 'anyone'. I certainly, am
one who stresses that sites like Wikipedia should not
appear in a list of academic references for this very reason of source
credibility. I do, however, think Wikipedia is an excellent first port
of call for students who need to get a general sense of a topic or the
meaning of a particular term.
Students
do, however, seem to place an inordinate amount of trust in what they
find through search engines on the web, to their detriment. I often see
essays where it is clear that the student has simply Googled key words
and copied in text from the first sites that appeared in the search
results. Time and time again I stress in class that this is not going
to get them a good grade, but it seems as though we have a generation of
students who are programmed to operate in this way. Without Wikipedia
for a day their world is a difficult place in which to research an
assignment as they don't have the skills to find information elsewhere.
It's not that they haven't been shown how, but they've discarded the
routes they have been taught (e.g. databases of journal articles accessed
through the library web pages). These routes are not quick or simple
enough for them, and result in PDFs of lengthy journal articles that
they will never read. As a marketer by trade I take a marketing
perspective on this, so my first point of reference is always the
customer. Therefore, the question for me is not how can we force our students
to like our way of doing it, but how can we make credible information
easier to find, easier to read and more palatable to students?
Academic
publishing has a lot to learn - there is a change coming, and if we
continue to adopt old ways of publishing, old ways of writing and
protecting our information, we will quickly be discarded as irrelevant
and out of date by our students. SOPA itself is a sign of a world
dragging its feet to catch up with a new way of thinking, a world where
ideas cannot be managed and protected, a world where the first person
to 'do something' with the idea is the one that reaps the reward. If
creativity is coming up with new ideas, innovation is doing something
about them. So I leave you with two quotes which explain this
difference, and with the thought that I believe now is a time for
innovation, and to be part of that we need to stop whinging about
protecting our IP and wake up to a world where what you do with your
ideas is what matters...
'Often, in common parlance, the words creativity and innovation are
used interchangeably. They shouldn't be, because while creativity implies
coming up with ideas, it's the "bringing ideas to life" . . . that
makes innovation the distinct undertaking it is.“’
Davila
et al (2006)
‘Creativity refers to the generation of novel
ideas – innovation is making money with them’
Rosenfeld and Servo (1990)
References
Davila, T., Epstein, M. J., and Shelton, R. (2006), Making
Innovation Work: How to Manage It, Measure It, and Profit from It, Upper Saddle River,
Wharton School Publishing.
Rosenfeld, R. and Servo, J. (1990),
"Facilitating innovation in large organisations", Managing
Innovation, London, Sage.