Permissions & Sharing Policy for Educational Use | Mr. Robertson’s Corner

Permissions & Sharing Policy

Encouraging Learning, Conversation, and the Free Exchange of Ideas

Learning grows when ideas are shared. One of the core purposes of Mr. Robertson’s Corner is to support students, families, educators, catechists, and lifelong learners by making thoughtful, well‑crafted educational content freely accessible.

To that end, we warmly encourage you to share, cite, print, adapt, and use the materials on this blog for non‑commercial educational purposes, as long as proper attribution is included.

---

Why We Encourage Sharing

Education thrives when resources circulate. Whether you are preparing a lesson, leading a study group, tutoring a student, writing a research paper, putting together a presentation, or simply exploring a topic on your own, you are welcome to use the content here to:

• Support classroom instruction
• Enrich parish or ministry programs
• Create handouts, worksheets, slides, or study guides
• Spark discussion in small groups
• Assist with research or academic work

Our goal is simple: Spread knowledge. Foster curiosity. Encourage deeper thinking.

---

The License That Makes This Possible

All original content on this blog is licensed under the Creative Commons Attribution–NonCommercial 4.0 International License (CC BY‑NC 4.0).

This means you are free to:

• Share — copy and redistribute the material
• Adapt — remix, transform, and build upon it
• Use — incorporate it into lessons, presentations, papers, handouts, or study materials

As long as:

1. You credit the respective author/s of the post (it could be Aaron S. Robertson, and/or a guest author, or no author listed)
2. You link back to the content's original page
3. You do not use the material commercially

You can read the full license here:
https://creativecommons.org/licenses/by-nc/4.0/

---

How to Cite This Blog’s Content

Here is an example of a simple, recommended citation format:

Content by Aaron S. Robertson [and/or other author/s], originally published at www.mrrobertsonscorner.com . Used under CC BY‑NC 4.0.

If no specific author listed on a post:

Originally published at www.mrrobertsonscorner.com . Used under CC BY‑NC 4.0.

You may certainly adjust the format to match your school, institution, or publication style.

---

Examples of Acceptable Educational Use

You are welcome to:

• Print articles or excerpts for classroom use
• Include excerpts in lesson plans
• Use diagrams or explanations in presentations
• Share posts with students or colleagues
• Incorporate material into study guides or review sheets

As long as you credit the source and keep it non‑commercial, you are welcome to use the content in these ways.

---

What Isn’t Allowed

To protect the integrity of the work, the following are not permitted without written permission:

• Commercial use (selling, monetizing, paywalled courses, etc.)
• Reposting entire articles without attribution
• Using the content in AI‑generated products without credit

If you ever need broader permissions, please reach out to discuss your specific use case.

---

A Final Word

Thank you for valuing learning, curiosity, and thoughtful engagement. By sharing responsibly, you help this blog reach more students, families, educators, and lifelong learners — and you help build a culture where knowledge is freely exchanged and deeply appreciated.

If you have questions about using or citing the content, we are always happy to help.

Using dated sources for research

A number of days back, I wrote a post on how to choose quality sources for research, in which I discussed ways to identify reliable .com sources. Typically, students are generally advised to avoid .com sites because of all the junk that exists out there on the Internet through them, but there certainly are many trustworthy .coms, as well.

Tying into the broader discussion on selecting sources for research papers and projects, today I want to talk about another general rule of thumb we typically tell students to stick to - the one about not using sources that are more than five years old. I'm here to tell you that you can, in fact, cite sources older than five years - older than 105 years - with a catch.

The reason why we typically advise students to avoid sources older than five years is because any information and data contained in them is considered out of date, or quickly heading that way, at that point. Makes sense, right? That general rule, though, assumes we're always talking about present-day, real-time information and data.

But...

If you want to cite historical studies, data, facts, philosophical arguments, biographical information, news stories, firsthand accounts, etc., etc., you can certainly go back in time as far as you'd like to, or need to, if the source is relevant to your work. Absolutely.

A couple years ago, I was writing a paper of my own for one of my doctoral classes. The main article I made use of to build my case cited a couple of articles from the 1890s! But they were highly relevant. Here's that paper, if you're interested in checking it out. It's about how to gain genuine expertise at something (anything). Simply having 10, 15, 20 years of experience at something does not necessarily equal expertise. It was an interesting paper.

Anyway, happy researching and writing!

Choosing quality sources for research

When it comes to identifying quality sources for research papers and projects, we often teach incoming freshmen to avoid .com Web sites and, instead, to stick only to .org, .edu, and .gov sites. The reason why we often teach students to avoid .coms is because there's a lot of junk out there among those types of sites. No doubt about it. Anyone can buy a .com and post whatever content they'd like to on it, but the other domain extensions just named, especially .edu and .gov, come with some big restrictions. You have to be an accredited, degree-awarding institution (.edu), or a government entity (.gov), respectively. 

But the truth is that .com sites can potentially be rich sources of factual, unbiased, well-rounded, and well-written information, commentary, and analysis, as well. If you can adequately defend your use of .com sources for your research papers and projects, you can certainly use them. Among the endless sea of .coms out there on the Internet are reputable Web sites like History.com, Biography.com, WebMD.com, ScientificAmerican.com, and countless newspapers and magazines, among others.

Here are some great tips and strategies to help you in deciding if a .com Web site is a trustworthy source that can be included in your research paper or project. Keep in mind that while this post is talking about identifying and selecting good .com sources, the following pointers are certainly useful for evaluating any kind of source.



Look for the author's credentials - If an author or multiple authors of the content (the article, blog post, video, study, etc.) you're looking at are listed, do you see a small section describing their expertise? It may come in the form of a paragraph or several solid sentences, and may describe the author's level of education, number of years working in his or her industry or field, and/or any other information offering you insight as to why the author (or group of authors) should be considered an authority on the subject. This section may even take the form of an entirely standalone, separate page found elsewhere on the Web site.

Google the author(s) of the content to see if any similar articles (or videos, blog posts, etc.) are coming up that they may have written or created on the same overall topic. Using your best judgment, then, does it seem like these content creators and writers know what they're talking about?

Individual author or authors not listed? This can certainly happen, and it is not necessarily a case for alarm. The author may be listed instead as "Staff" or something similar, or not listed at all. In this instance, browse around elsewhere on the Web site. Is there an "About us" or an "About our publication" kind of a page that may give you some clues on the site's credibility? How do the other articles and content on the site look like to you? Trustworthy?   

The use of statistics, the inclusion of opposing viewpoints, links to other Web sites and studies - Does your potential source list any stats or figures? Does it link to any other reliable-looking Web sites, articles, posts, videos, studies, etc. in order to build its argument or case? While your potential source may come from a specific viewpoint or take a specific position on a topic, does it at least acknowledge opposing viewpoints? Does it let you know where the other side(s) is generally coming from?

Opinion pieces, editorials - can you use them? Heck, yes! But again, look for and take into consideration the credentials of the author or authors. Put more simply, consider the source. That's the key caveat here. Everyone has an opinion on everything. But is the opinion you're looking at here an educated one? In other words, is the author building a sound, reasonable argument? Is there a strong case being made that's worth serious consideration? If a former chair of the Federal Reserve is offering his or her opinion on where s/he thinks the U.S. economy is heading in the next few years, and it's published on WSJ.com (the Web site of The Wall Street Journal newspaper), you can trust that it's going to be an authoritative claim. It's going to be rooted in the high-level education and uniquely high-level work experience of the author in the fields of economics and government service. If the piece is helping you build your own case in your research paper or project, then run with it.

Hopefully, you've found these pointers helpful as you navigate the endless sea of Web sites out there on the Internet in your search for quality sources for your papers and projects. Happy researching and writing!

If you found this post helpful, check out this other post on how it really doesn't matter how old your sources are - even 100+ years old - with a catch: Using dated sources for research.