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Presentation media info literacy


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Presentation media info literacy

  1. 1. Media and Info Literacy 2012 S. Thornton:From “Scuba Diving” to “Jet Skiing”? Information Behavior, Political Science, and the Google Generation. Journal of Political Science Education Streatfield, D., Shaper, S., Markless, S., and Rae-Scott, S. 2011. Information literacy in United Kingdom schools: evolution, current state and prospects. Journal of information literacy, 5(2), pp.5-25.
  2. 2. Thornton Started from Carr “Is Google Making us Stupid?”, “The University of Google” by Brabazon. Premise that were becoming “pancake people” rather than delving deep into information (jet skiers rather than “Scuba divers”) Google generation has certain characteristics, mostly negative. (from CLEX and CIBER reports) First generation who wont remember life without net etc. Two studies used, one in US, other in UK (not exactly same questions.)
  3. 3. Research findings US Student in UK more aware from early school age 100% of students used books Preference for Google among electronic resources(89%), Wikipedia increasing too (69%). US students seem to use more library recommended databases UK Students unlikely to use advanced search strategies, preferring merely to repeat words. No similar Q in US study, although Ss preferred to use “reliable” databases (in accordance with what instructors recommended)
  4. 4. • In UK survey, only 6% of students mentioned possibility of bias. (POLITICS students)• Handful of students had “coherent strategy”• 90% UK students could use some discriminatory tactics to establish reliability of info, in US students tended to use “tried and true” sources
  5. 5. Summary• Not all aspects of Google gen stereotype completely true• BUT There IS a tendency to be Jet-skiers• General IL skills NOT advanced (but not just “google gen”)• More than merely rote-learned skills-based, practice needed to have Organic Intellectuals (Gramsci), “critical” IL skills needed (Whitworth: 2009: 118)• This being the case, 6 frames of information literacy would seem a good starting point• Jackson & Mogg (2005): aim for “embedded approach” rather than “bolt on”
  6. 6. • Democracy shown to be aided by higher levels of IL; students able to make sense of increasingly high quantities of info on all 3 levels of triadic model (point made by Whitworth(2009:118)• Not enough just to teach traditional IL skills, as noted by Whitworth, Egan (in reference to literacy) and others.
  7. 7. Streatfield et al Study of IL in primary and secondary schools Change from “info skills” to “info lit” In last 30 years “empty references to the importance of school libraries and their work”(p. 6), but no requirement to have one Much of work done by “committed professionals”, seems that not much done on larger scale
  8. 8. Primary schools• Generally no specialist librarian, although there WAS in schools used in first, small survey• Participants interviewed in larger focus groups generally positive about IL promotion, although about half said their school did nothing towards its promotion• Time and resources limited, and declining with budgets• Some see teachers not clear about how to use library and resources• Vary from teaching independent use to teaching Google, sometimes connection between IT and library, sometimes just searching in IT suite
  9. 9. • Children encouraged to search in many schools, not just told what to look for.• BUT, no time, and often sacrificed for other things
  10. 10. Secondary/Middle etc• Professionally qualified librarians compared with other respondents• Information literacy most commonly used term (esp. amongst professional librarians)• Prof librarians tended to have more contact with senior staff, and more positive feedback• 25% librarians said IL most important part of work
  11. 11. Findings• Most librarians work only with 1 or 2 years• Generally, professional librarians more engaged, with more plans implemented, more access to senior staff• Engaging with school in general important• Most important aspects of job: 39% promoting reading for pleasure, 25% IL• Librarians most successful in IL when collaborating with teachers
  12. 12. 3 approaches noted• Sporadic opportunism – if and when possible (bare minimum).• Systematic development – IL programme targets particular years, finding and selecting information. Depends on support of 1 or more senior managers!• Strategic orchestration – incorporates lessons in libraries, both by Ts and librarians, and more IL work done. Work such as finding, selecting, evaluating info, making sense, asking Qs, solving problems. Needs lots of support from senior Ts, and other staff!
  13. 13. Limitations• Completed by those who were interested, so perhaps not accurate reflection of general situation in schools
  14. 14. The future ?• Poorly funded libraries, with funding decreasing, meaning move towards more IL in schools looks unlikely• Fact survey not representative means situation could be even worse as regards IL education
  15. 15.  Librarians questioned were all members of professional body, so possibly had vested interest in IL; they were not representative of all librarians Librarians almost certainly have a vested interest in ensuring more funding
  16. 16. • Professional librarians are more interested in IL, and in changing the situation than government or people with power.• Economic reasons mean the situation is not likely to change• Surely it is necessary, with vast quantity of information, to improve IL training for students, thus for librarians
  17. 17. My conclusions Hegemony being aided by large scale ignorance and by large government not placing any real importance on libraries and their value. This could lead to indiscriminate use of such search engines/ resources as Google. Not necessarily a bad thing, but its not the only solution; obj, subj, and intersubj values needed. Solutions provided not looking good; depend heavily on support of senior Ts, which varies. Depends a lot on values in individual schools, and how resources spent