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THE EMERGING      SOCIAL ISSUE:The Google of easily     amount Generationaccessible information isand Gen Xers aregrowing ...
WHAT ISINFORMATION LITERACY? “The	  ability	  to	  seek,	  find,	  and	      decipher	  informa8on	  ...”	                 ...
WHAT ISINFORMATION OVERLOAD?
TECHNOLOGY’S ROLE ININFORMATION OVERLOADResearch	  seems	  to	  be	  far	  more	  difficult	  to	  conduct	  in	  the	  digi...
SIMILAR INFORMATION       ISSUES FOR    ALL AGE GROUPSIn	  a	  world	  that’s	  informa7on	  rich...	  having	  more	  inf...
YOUNG ADULTS•  According	  to	  the	  Young	  Adult	  Library	  Science	     Service	  Associa8on,	  a	  young	  adult	  i...
COLLEGE-AGED ADULTS•  Tradi8onal	  university	  students,	  late	  teens	  to	  early	     20s,	  pursing	  bachelor’s	  d...
BABY BOOMERS & SENIORS•  Seniors	  (or	  older	  adults):	  Defined	  by	  the	  ALA	  as	     55	  and	  older.	  •  Baby	...
COMMON STRATEGIES  FOR ALL GENERATIONS•  Explain	  informa8on	  and	  technology	  in	  terms	     each	  genera8on	  unde...
INFORMATION LITERACY& INFORMATION OVERLOAD
INFORMATION LITERACY &   INFORMATION OVERLOAD•  Young	  adults	  are	  taught	  informa8on	  literacy	     strategies	  in...
INFORMATION LITERACY &  INFORMATION OVERLOAD•  College-­‐aged	  adults	  percep8on	  of	  their	     informa8on	  literacy...
INFORMATION LITERACY &  INFORMATION OVERLOAD•  Seniors	  or	  older	  adults:	  Aging	  factors	  vs.	     informa8on	  li...
YOUNG ADULT STRATEGIES“Informa8on	  literacy	  brings	  together	  educa8on	  and	  informa8on	  resources	  in	  a	  dyna...
COLLEGE-AGED          ADULT STRATEGIES•  First	  research	  stop:	  Wikipedia	  •  Use	  Wikipedia	  to	  explain	  how	  ...
SENIOR STRATEGIES•  Senior-­‐friendly	  library	  materials	  and	  	     programs	  •  Computer	  literacy	  classes	  fo...
IMPLEMENT   INFORMATION LITERACYSTRATEGIES WITH TECHNOLOGY    •  Online	  computers	      •  Wikipedia	      •  Social	  n...
YOUNG ADULT                      TECHNOLOGIES•  “Digital	  na7ves	  mul7task	  and	  prefer	  visuals	  to	  graphics	  an...
SENIOR TECHNOLOGIES•  	  Adap7ve	  technologies:	  	    	  -­‐	  	  Text	  to	  speech	  soaware	    	  -­‐	  	  Screen	  ...
BEST PRACTICES•  Informa8on	  literacy	  and	  technology	  needs	  to	     be	  taught	  in	  a	  language	  that	  the	 ...
REFERENCES•    Akin,	  L.	  (1998).	  Informa8on	  Overload	  and	  Children:	  A	  Survey	  of	  Texas	  Elementary	  Sch...
REFERENCES CONTINUED•    Honnold,	  R.,	  &	  Mesaros,	  S.	  A.	  (2004).	  Serving	  seniors.	  New	  York:	  Neal-­‐Sch...
Information overload
Information overload
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Transcript of "Information overload"

  1. 1. THE EMERGING SOCIAL ISSUE:The Google of easily amount Generationaccessible information isand Gen Xers aregrowing informationno more geometrically,contributing their baby-literate thantoinformation overload.boomer predecessors.
  2. 2. WHAT ISINFORMATION LITERACY? “The  ability  to  seek,  find,  and   decipher  informa8on  ...”   —President  Barak  Obama   Proclima8on  of  Na8onal  Informa8on  Literacy  Awareness  Month,  2009.     American  Library  Associa8on   Associa8on  of  Colleges  and  Research  Libraries  
  3. 3. WHAT ISINFORMATION OVERLOAD?
  4. 4. TECHNOLOGY’S ROLE ININFORMATION OVERLOADResearch  seems  to  be  far  more  difficult  to  conduct  in  the  digital  age  than  it  did  in  previous  7mes.   —  Alison  J.  Head  &  Michael  B.  Eisenberg     Project  Informa@on  Literacy  Progress  Report,  2009  
  5. 5. SIMILAR INFORMATION ISSUES FOR ALL AGE GROUPSIn  a  world  that’s  informa7on  rich...  having  more  informa7on  isn’t  necessarily  be=er.    Real  informa,on  power  is  having  the  right  informa,on  at  the  right  ,me.   —American  Library  Associa@on,  2001,  p  6    
  6. 6. YOUNG ADULTS•  According  to  the  Young  Adult  Library  Science   Service  Associa8on,  a  young  adult  is  a  person   between  the  ages  of  12  and  18.  •  “Growing  up  in  a  world  dominated  by  the   Internet…far  more  comfortable  using  a  keyboard   than  wri8ng  in  a  notebook…constant  connec8on   with  friends  and  family  at  any  8me  and  from  any   place  is  of  vital  importance  to  them”  (Black,  94).    •  These  learners  are  digital  na7ves.  
  7. 7. COLLEGE-AGED ADULTS•  Tradi8onal  university  students,  late  teens  to  early   20s,  pursing  bachelor’s  degrees  •  Community  college  students,  variety  of   backgrounds,  goals,  and  ages,  late  teens  to   seniors  •  Digital  immigrants  and  digital  na8ves  •  Wide  range  of  technology  skills  •  Undeserved  confidence  in  their  informa7on   literacy  skills.  
  8. 8. BABY BOOMERS & SENIORS•  Seniors  (or  older  adults):  Defined  by  the  ALA  as   55  and  older.  •  Baby  Boomers:  Totaling  more  than  23%  of  the   popula8on  by  2015  (U.S.  Census,  2004).  •  Seniors,  aged  51  and  older,  will  total  more  than   33  percent  of  the  U.S.  popula8on  by  2015.  •  “Silver  Surfers”  •  Extremely  diverse  
  9. 9. COMMON STRATEGIES FOR ALL GENERATIONS•  Explain  informa8on  and  technology  in  terms   each  genera8on  understands.   –  For  seniors,  URLs  are  like  addresses.   –  For  teens,  a  book  report  is  like  a  movie  trailer.  •  Understand  and  respect  each  groups’   cogni8ve  and  emo8ve  needs  during  the   learning  process.  
  10. 10. INFORMATION LITERACY& INFORMATION OVERLOAD
  11. 11. INFORMATION LITERACY & INFORMATION OVERLOAD•  Young  adults  are  taught  informa8on  literacy   strategies  in  order  to  deal  with  informa8on   overload  from  a  young  age.  •  “Overcoming  the  constraints  of  8me  and  space,   informa7on  technology  serves  as  a  tool  of   empowerment  for  the  individual.  It  is  the  challenge   of  educators  today  to  support  and  u8lize  this   extraordinary  tool  in  mee8ng  the  needs  of  Gen  Y  and   those  who  follow”     -­‐-­‐  Black,  2010,  p  100  
  12. 12. INFORMATION LITERACY & INFORMATION OVERLOAD•  College-­‐aged  adults  percep8on  of  their   informa8on  literacy  skills  exceeds  their  actual   skill  set  (Godwin,  2009).  •   They  use  technology  to  help  them  with   research,  oaen  pre-­‐searching  on  Wikipedia.    •  They  are  not  as  rigorous  with  informa8on   searches  to  solve  personal  problems  or  sa8sfy   personal  curiosity.  
  13. 13. INFORMATION LITERACY & INFORMATION OVERLOAD•  Seniors  or  older  adults:  Aging  factors  vs.   informa8on  literacy  •  Rela8onship  between  technology  skills  and   informa8on  literacy  and  overload  •  “Digital  Divide”  and  informa8on  literacy  •  Stereotypes  of  seniors  vs.  reality  
  14. 14. YOUNG ADULT STRATEGIES“Informa8on  literacy  brings  together  educa8on  and  informa8on  resources  in  a  dynamic  way  to  guarantee  meaningful  student  learning  …                  This  is  our  future.”     -­‐-­‐  Ross,  1992,  p  16  
  15. 15. COLLEGE-AGED ADULT STRATEGIES•  First  research  stop:  Wikipedia  •  Use  Wikipedia  to  explain  how   informa8on  is  created  •  Lessons  in  research  must  be  relevant,   not  repe88ve.  
  16. 16. SENIOR STRATEGIES•  Senior-­‐friendly  library  materials  and     programs  •  Computer  literacy  classes  for  seniors  •  Taking  into  considera8on  aging  factors         (cogni8on  and  physical)  
  17. 17. IMPLEMENT INFORMATION LITERACYSTRATEGIES WITH TECHNOLOGY •  Online  computers   •  Wikipedia   •  Social  networking  
  18. 18. YOUNG ADULT TECHNOLOGIES•  “Digital  na7ves  mul7task  and  prefer  visuals  to  graphics  and   text.  They  are  intricately  connected  or  networked  via  cell   phone,  blog,  Facebook,  and  YouTube,  thriving  on  instant   gra8fica8on  and  preferring  games  to  work”  (Black,  2010,  p   95).  •  This  means:  Entertain  them.  Libraries  need   games/gaming  sta8ons  available  and  need  to   know  what’s  going  on  with  technology.  Be  a   step  ahead  to  help  them  become  informa8on   literate.  
  19. 19. SENIOR TECHNOLOGIES•   Adap7ve  technologies:      -­‐    Text  to  speech  soaware    -­‐    Screen  magnifiers    -­‐    Senior  friendly  websites    -­‐    Virtual  magnifying  glass  
  20. 20. BEST PRACTICES•  Informa8on  literacy  and  technology  needs  to   be  taught  in  a  language  that  the  patrons’  age   group  understands    •  Relevance,  not  repe88on  •  Using  technology  in  an  age-­‐appropriate  way  to   develop  and  sustain  informa8on  literacy   through  out  a  life8me  
  21. 21. REFERENCES•  Akin,  L.  (1998).  Informa8on  Overload  and  Children:  A  Survey  of  Texas  Elementary  School  Students.  Retrieved  from:   hfp://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume11998slmqo/akin.cfm    •  American  Librarian  Associa8on.  (2010).  Informa8on  Literacy.  Retrieved  from:   hfp://www.ala.org/ala/professionalresources/atoz/profresourcesinfolit/informa8on_literacy.cfm  •  American  Library  Associa8on.  (2001).  A  library  advocate’s  guide  to  building  informa8on  literate  communi8es.  Library  advocacy   now!  Ac@on  pack  2001.  Retrieved  from:  hfp://www.ala.org/ala/aboutala/offices/ola/informa8onliteracy.pdf  •  Associa8on  of  Colleges  and  Research  Libraries.  (1989,  January  10).  ACRL  Presiden8al  Commifee  on  Informa8on  Literacy:  final   report.  Retrieved  from:  hfp://www.ala.org/ala/mgrps/divs/acrl/publica8ons/whitepapers/presiden8al.cfm  •  Black,  A.  (2010).  Gen  Y:  Who  they  are  and  how  they  learn.  educa@onal  HORIZONS,  Winter,  92-­‐101.  •  Bundy,  A.    (2002,  September).  Growing  the  community  of  the  informed:  informa8on  literacy  -­‐-­‐  a  global  issue.  Australian   Academic  &  Research  Libraries,  33:3.  Retrieved  from:  hfp://alia.org.au/publishing/aarl/33.3/full.text/bundy.html  •  Butler,  N.R.  &  Hodin,  M.W.    (2010,  May  24).  Debt  and  the  demographics  of  aging.  Washington  Times.  Retrieved  from:   hfp://www.washington8mes.com/news/2010/may/24/debt-­‐and-­‐the-­‐demographics-­‐of-­‐aging/?page=1  •  Fitzgerald,  M.A.  (1999).  Evalua8ng  Informa8on:  An  Informa8on  Literacy  Challenge.  American  Associa8on  of  School  Librarians.   Retrieved  from:   hfp://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume21999/vol2fitzgerald.cfm  •  Godwin,  P.  (2009)  Informa8on  literacy  and  Web  2.0:  is  it  just  hype?  Program:  electronic  library  and  informa@on  systems,  43(3),   264-­‐274.  Retrieved  from  EBSCO  EJS.  doi:  10.1108/00330330910978563  •  Head,  A.  J.  &  Eisenberg,  M.  B.  (2009,  February  4).  What  Today’s  College  Students  Say  about  Conduc8ng  Research  in  the  Digital   Age.  Project  Informa@on  Literacy  Progress  Report.  The  Informa8on  School,  University  of  Washington.  Retrieved  from:   hfp://projec8nfolit.org/pdfs/PIL_ProgressReport_2_2009.pdf  
  22. 22. REFERENCES CONTINUED•  Honnold,  R.,  &  Mesaros,  S.  A.  (2004).  Serving  seniors.  New  York:  Neal-­‐Schuman  Publishers,  Inc.  •  Klapp,  O.  (1982).  "Meaning  lag  in  the  Informa8on  society."  Journal  of  Communica@on,  32(2),  p  56–66.  •  Leung,  R.  (2005,  September  4).  The  Echo  Boomers:  Steve  Kroa  reports  on  the  children  of  the  Baby  Boomers.  60  Minutes.   Retrieved  from:  hfp://www.cbsnews.com/stories/2004/10/01/60minutes/main646890.shtml?tag=contentMain;contentBody  •  Na8onal  Ins8tute  on  Aging.  (2010).  Making  your  website  senior  friendly.  Retrieved  from   hfp://www.nia.nih.gov/HealthInforma8on/Publica8ons/website.htm  •  Obama,  B.  (2009,  October  1).  “Na8onal  Informa8on  Literacy  Awareness  Month,  2009.  Retrieved  from   hfp://www.whitehouse.gov/assets/documents/2009literacy_prc_rel.pdf  •  Ross,  T.  (1992).  The  power  of  informa8on  literacy:  unity  of  educa8on  and  resources  for  the  21st  century.  presented  at  The   Annual  Mee@ng  of  the  Interna@onal  Associa@on  of  School  Librarianship.  Australia:  Marist  Sisters  College.  •  RUSA.  (2008).  Guidelines  for  library  and  informa@on  services  to  older  adults.  Retrieved  from   hfp://www.ala.org/ala/mgrps/divs/rusa/resources/guidelines/libraryservices.cfm  •  Small,  R.  V.,  Zakaria,  N.,  and  El-­‐Figuigui,  H.  (2004,  March).  Mo8va8onal  Aspects  of  Informa8on  Literacy  Skills  Instruc8on  in   Community  College  Libraries.  American  College  and  Research  Libraries,  65(2),  p  96-­‐121.  Retrieved  from   hfp://crl.acrl.org/content/65/2/96.full.pdf+html.  •  Spitzer,  K.  L.,  Eisenberg,  M.  B.,  &  Lowe,  C.  A.  (1998).  Informa8on  literacy:  Essen8al  skills  for  the  informa8on  age.  In  The   Evolu@on  of  a  Concept  (p.  35-­‐64).  Syracuse,  NY:  Informa8on  Resources  Publica8ons.    •  U.S.  Census  Bureau.  (2004).  U.S.  interim  projec8ons  by  age,  sex,  race,  and  Hispanic  origin.  Retrieved  from:  hfp:// www.census.gov/popula8on/www/projec8ons/usinterimproj/natprojtab02b.pdf  •  U.S.  Census  Bureau.  (2004).  Projected  popula@on  of  the  united  states,  by  age  and  sex:  2000  to  2050.  Retrieved  from   hfp://www.census.gov/popula8on/www/projec8ons/usinterimproj/natprojtab02a.pdf  
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