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Information culture literacy
 

Information culture literacy

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It's time to move beyond information literacy and take up the task of understanding and disseminating information culture.

It's time to move beyond information literacy and take up the task of understanding and disseminating information culture.

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Information culture literacy Information culture literacy Presentation Transcript

  • Thinking Bigger: Information Culture Literacy James W.Marcum, PhD Queens College GSLIS, City University of new York
  • INFORMATION LITERACY: LEGACY AND PROMISE  Achievements:  IL lectures and presentations  Courses  Core requirements  Accreditation expectations  Adoption as basic human right (UNESCO)  Criticisms  Too narrow (academic/library)  About „information‟ and the internet  Lack of agreement about its “name”  Lack of support administrative; invisible
  • Amazon: Top (selling) 55 books on IL  13 Teaching and instruction  ~ 5 Effectiveness  Assessment  Student engagement  Offering IL Online  Improving IL services (and thereby the library)  NOT MUCH ABOUT SUCH LITERACIES AS:  Media, Visual, Multi-media, Network, ICT  OR SUCH TOPICS AS:  Multi-cultural, Self-knowledge, Career preparation realities, Knowledge-building,
  • SELF-IMPOSED LIMITATIONS OF IL  Locked in to traditional educational practice  Information search and use  Instruction based  Content transfer – generic  Some skill development – generic  Push paradigm: what‟s known to those who don‟t yet…  When what‟s needed is  Learning based  Learning and research methods (for “discovery”)  Pull the information and knowledge to where it is needed  Contextual skills needed by individual or group
  • So, where does IL stand?  NAME? IL, ITL, ITC, Info Fluency, Media , Visual??
  • BIGGER: GLOBAL PERSPECTIVE
  • CHALLENGES: Information Culture Literacy  Libraries, especially those in academe, must be prepared to deal with several major issues already visible today:  Networks: not yet utilizing their power  The New Knowledge; just Big Data?  Media and Visual Literacy  21st Century Skills  Open Education  Reading and Research  Corporate challenge over intellectual content  Each challenge also provides an opportunity for IL practitioners and their sponsoring libraries
  • CHALLENGES: NETWORKS 
  • Ongoing Transformation: What REALLy characterizes our ‘age’?
  • Ongoing Transformation : What characterizes our ‘age’?
  • Challenge: New Knowledge
  • “A visual culture is taking over the world”  Our literacy and communication skills in decline  Not dealing with the visual ecology/telematic embrace • Factors: (beyond media, MTV, entertainment)  Design replacing planning and freelancing  Architecture, fashion, or new initiatives  Slow death of newspaper/print culture  John Naisbitt, Mind Set! (2006): 113-155.
  • Morphing images: How can you trust …?
  • Visualizing top US population centers
  • 21st Century Skills  Information, Media, Technology  Information, Media, ICT Literacy  Life and Career Skills  Adaptability  Initiative  Accountability  Leadership  Learning and Innovation Skills  Creativity and Innovation  Crtical Thinking and Problem Solving  Communication and Collaboration  (Consultants, Associations over “professors”
  • CORPORATE / MEDIA POWER
  • CORPORATE CULTURE
  • INFORMATION CULTURE (IC) Not yet an established term, concept  Some intenational definitions and approaches  Not “information society” (ITL) but “information culture” encompasses “social, cultural, and economic transformations” * Gendina, Info. Culture in Information Society  From culture of information to “informational culture,” ie from search, use of information to empowerment to participaten today‟s IC; empowered to the new “life”  Y. Maury, University of Artois  IC as librarians‟ space we “do not own;” blogs and social media a essential today, so IC belongs to the young  O. Le Deuff, Bordeaux  IL socially constructed, trial and error, learn from practice A. Lloyd, Australia
  • Getting Beyond Instruction  Authority figure  Passive learning  Faculty-focused  Discipline-determined  Context-free  Grades as purpose
  • TO INQUIRY & DISCOVERY
  • LIBRARY ReGENESIS  Developing new roles beyond  Information artifacts  Study places  Community gatherings  IL for everyday information (community, jobs, health)  To bigger visions:  Collaborative knowledge creation (Lankes)  Experiential Learning  Centers of Learning  Literacies, from Reading to Research  … to Library College of Inquiry and Discovery
  • PERSONAL INFORMATION CULTURE Includes one‟s “personal outlook”(motivation, system of knowledge and skills), autonomous interaction for successful professional engagement. N. Gendina, Kemerovo Research Insititute, Kuzbas, Russia  Move beyond “search and use” information to  Utilizing the power of the Network to create “systems” identifying expertise, skills, experience available “everywhere” and deliverable “anywhere”  Supporting development of identity and life planning as the foundation of Personal information Culture  Utilizing informal learning as well as formal  Open Education (not just Open Access)  DIY U
  • Informatorium Research and development for a new generation space of information culture • Hyperintegrated space for every aspects of information culture • Tools, services, activities, communities • Dissemination, exhibition, incubation, training • Simultaneously working space, demonstration space and event venue • Visitors, students, teachers, researchers, decision makers, public servants, businessmen University of Szeged Hungarian IFAP Committee László Z. KARVALICS http://www.ifapcom.ru/files/News/Images/2012/mil/Karvalics.pdf
  • LIBRARY COLLEGE OF INQUIRY AND DISCOVERY (LCID)  Interface for participation: Local “tutors” (for novices)  Linked to other “expertise” (scholars/academicians) to serve the next level of “literates” needing direction  Utilizing the valuable resources already gathered and made available (increasing the value)  Profession create its own “documenting/ credentialing” program as is common in “professional development”  Formal, for credit AND informal learning
  • TWO PATHS for LIS  DEGREE PATH: Bachelors, Masters, Doctorates  PATH addressing the challenges of INFORMATION CULTURE and not just “access and use”  Networks: not yet utilizing their power  The New Knowledge; just Big Data?  Media and Visual Literacy  21st Century Skills  Open Education  Reading and Research  Corporate challenge over intellectual content  TOO BIG for our traditional practice (Weinberger)
  • The METHODOLOGY is Available  Guided Inquiry:  Rich learning environment  Intervention, at critical moment  Frequent feedback  Assessment  Connects learning to students‟ “life,” interests, goals, questions  C. Kuhlthau, et al. (2007) Guided Inquiry: Learning in the 21st Century. But don‟t have to stop at IL/Learning divide