Radical Change Theory


Published on

Published in: Education, Business, Technology
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Radical Change Theory

  1. 1. Radical Change Theory developed by Eliza T. Desang and Kyungwon Koh An Expanded Theory
  2. 2. What is it? <ul><li>The theory of Radical Change is based on the digital age principles of interactivity, connectivity, and access. </li></ul><ul><li>It provides a promising theoretical framework for explaining contemporary changes in information behavior and resources as well as for serving as a guide for investigative studies and professional practice. </li></ul>
  3. 3. Especially Important Tool for School Libraries in: <ul><li>Assessing and planning for the radical changes in students </li></ul><ul><li>Their information needs </li></ul><ul><li>Expectations for resources </li></ul>
  4. 4. A Theory Expansion <ul><li>Originally developed in the 1990s to explain the watershed picture book, “Black and White” (Macaulay, 1990), winner of the 1991 Caldecott Medal winner, was not embraced by adults. </li></ul><ul><li>Over the course of the last decade of the twentieth century, this explanatory theory rooted in digital age principles, was developed to explain not only the changes evident in “Black and White” but also those that appeared in many other contemporary books for youth. </li></ul>
  5. 5. INTERACTIVTY <ul><li>Refers to dynamic, nonlinear, and nonsequential learning and information behavior with an increasing sense of control by end-users </li></ul>
  6. 6. CONNECTIVITY <ul><li>Refers to sense of community or construction of social worlds that emerge from changing perspectives and expanded associations </li></ul>
  7. 7. ACCESS <ul><li>Refers to breaking of longstanding information barriers, bringing entrée to a wide diversity of formerly inaccessible opinion </li></ul>
  8. 8. Dresang’s Original Radical Change Typology Applied to Youth Literature
  9. 9. Expansion of Radical Age Theory Applied to Youth Information Behavior
  10. 10. 1. Changing Forms of Seeking Information and Learning <ul><li>How do they seek information and learn? </li></ul><ul><ul><li>Obtain information through a variety of media sources </li></ul></ul><ul><ul><li>Demonstrate a preference for graphic and visual information </li></ul></ul><ul><ul><li>Multitask </li></ul></ul><ul><ul><li>Seek information nonlinearly and nonsequentially </li></ul></ul><ul><ul><li>Develop self-defined and controlled path </li></ul></ul>
  11. 11. 2. Changing Perspectives <ul><li>How do they perceive themselves and others? </li></ul><ul><ul><li>Express opinions for themselves </li></ul></ul><ul><ul><li>Demonstrate identity by creating information </li></ul></ul><ul><ul><li>Portray flexible and multiple identities </li></ul></ul><ul><ul><li>Encounter information from various perspectives </li></ul></ul>
  12. 12. 3. How Do They Access Information and Seek Community <ul><li>How do they access information and seek community? </li></ul><ul><ul><li>Obtain instant access to a wide array of information </li></ul></ul><ul><ul><li>Seek, share and create information creatively </li></ul></ul><ul><ul><li>Form new types of social networks </li></ul></ul><ul><ul><li>Participate in community engagement </li></ul></ul>
  13. 13. What does Radical Change Theory Look Like?
  14. 14. The Next Step: Proof of Concept <ul><li>Establish indicators for the characteristics </li></ul><ul><li>Identify concrete observable behavior </li></ul><ul><li>Using specific information seeking situations </li></ul>
  15. 15. Bayesian Network Modeling Techniques <ul><li>Graphical structures that represent the relationships between characteristic behaviors by applying statistical rules of probability. </li></ul><ul><li>Bayesian Networks automatically update relationships and relative weights between each variable as observable data are entered. </li></ul>
  16. 16. What will Radical Change Theory do for Librarians and Information Specialists? <ul><li>Lead to an assessment of the ways in which digital age information-seeking behavior and competence in twenty-first century information-seeking skills are correlated. </li></ul><ul><li>Provide more evidence-based assertions about youth information behavior and on the impact of technology. </li></ul><ul><li>Give confidence and guidance to school librarians and teachers </li></ul>