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Exploring Information Literacy
- 2. The IL Journey Origins Influences Models & Analysis Change
- 3. “To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” The Presidential Committee on Information Literacy: Final Report (Released Jan. 10, 1989) Defining Information Literacy
- 4. Change was happening in the 1980s… As the Information Age exploded, librarians wanted to ensure Information Literacy.
- 5. The Influence of Patricia Breivik • Comprehensive Model and Program • Essential Skill of Lifelong Learning • Central to Any Curriculum, Not Just the Library • Inclusion of New Trends • Resource-Based Learning • Undergraduate Research • Service Learning • Inquiry Learning • Problem-Based Learning
- 7. Promoting the IP Model Computing “Base of the infrastructure of contemporary society” Telecommunications (Comuninformunication) “The convergence of signal, information, and under- standing through an ongoing process of dialogue, sharing, and communication “ Cognitive Science “Human perception, representations of the outside world, and information processing are considered fundamental, not incidental, to experience. “
- 8. Anomalies in the Paradigm More Information = More Knowledge? Knowledge Without Context
- 9. Examining Methodology: Beyond Bibliographic Instruction • Learning is Self-Organizing • Learning is Self-Renewing • Learning Leads to Knowledge
- 10. The New Model • Visual & Technological Components • Social Determinants of Learning Effectiveness • Learning Rather Than Information • Sociotechnical Fluency Rather Than Literacy
- 11. Redefining Information Literacy “The definition adopted by ACRL eleven years later expands upon the ALA definition by emphasizing the depth of the information needed, the ability to find the information effectively and efficiently, the incorporation of new information with existing knowledge, and an understanding of the information environment.” “Reframing Information Literacy as a Metaliteracy” – pg. 63
- 12. Types Of Literacy Media Access, Analysis, Evaluation Digital Critical Thought Visual Sense of Design Cyber Appropriate Expression
- 13. Metaliteracy in Theory “Metaliteracy provides an integrated and all-inclusive core for engaging with individuals and ideas in digital information environments.”
- 14. Metaliteracy in Practice 1. Understand Format Type and Delivery Mode 2. Evaluate User Feedback as Active Researcher 3. Create a Context for User-generated Information 4. Evaluate Dynamic Content Critically 5. Produce Original Content in Multiple Media Formats 6. Understand Personal Privacy, Information Ethics and Intellectual Property Issues 7. Share Information in Participatory Environments
- 15. Final Thoughts on Metaliteracy How do we get our patrons to think critically? Give an example of a time you adapted to a shifting format. Was the transition painful or seamless? If you had unlimited funds, how would you promote lifelong learning at your library? From Donna: What do you see as the public library's role in promoting literacy in the 21st century? Should we change the way we provide literacy Instruction in libraries? What about in LIS classes?
- 16. Sources Images & Clip Art Country Road: https://openclipart.org/detail/167242/country-road-by-mi_brami 1980s Collage: https://commons.wikimedia.org/wiki/File:1980s_decade_montage-02.jpg Working Together Teamwork Puzzle Concept: By lumaxart (http://thegoldguys.blogspot.com/) Stick Figure @ Computer: https://openclipart.org/detail/172702/computer-work-by-jammi-evil- 172702 Silhouette of Man: https://openclipart.org/detail/171299/indecisive-silhouette.svg-by-tulvur- 171299 Information Overload: http://www.deviantart.com/art/Information-Overload-170314438 White Hole: http://www.deviantart.com/art/White-Hole-263315877 Blue Sphere: https://openclipart.org/detail/203110/the-web-...-by-mondspeer-203110 Man with Book: https://openclipart.org/detail/24975/-by--24975 Digital Literacy Flower: http://flexspan.blogspot.com/2013/11/fa-har-riktig-digital-kompetens- menar.html Chameleon: http://kukon.deviantart.com/art/Chameleon-325596176 Articles, Books, Etc Presidential Committee on Information Literacy: Final Report: http://www.ala.org/acrl/publications/whitepapers/presidential National Forum on Information Literacy: http://infolit.org/
Editor's Notes
- Marcum, James W. 2002. Rethinking information literacy. The library quarterly 72(1):1-26. Patricia Breivik: http://infolit.org/patricia-senn-breivik-d-l-s-chair-emeritus/ : National Information Literacy Awareness month 1989 American Library Association’s Presidential Committee on Information Literacy establishes the National Forum on Information Literacy (NFIL). 1991 The Association for Supervision and Curriculum Development adopted a resolution demonstrating its commitment to the importance of information literacy. 1992 The ERIC education database (http://eric.ed.gov) began to use “information literacy” as a descriptor. 1993 The Middle States Association of Colleges and Schools Commission on Higher Education became the first accreditation agency to promote this core skill as an essential undergraduate learning outcome. 1997 The National Education Association (NEA) made a commitment to embed information literacy in their teacher education initiatives. 1998 NFIL published the first information literacy progress report. (http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/progressreport.cfm) 1998 The American Association of School Libraries and the Association of Educational Communications and Technology published Information Literacy Standards for Student Learning for students in K-12. 1999 The American Association for Higher Education endorsed the ACRL Information Literacy Competency Standards for Higher Education. 2000 The American Association of Higher Education (AAHE) endorsed the ACRL information literacy college standards; one of only two times that AAHE endorsed a policy position. 2003 NFIL, UNESCO, and NCLIS held the first international information literacy experts meeting in Prague, resulting in the Prague Declaration. http://portal.unesco.org/ci/en/files/19636/11228863531PragueDeclaration.pdf/PragueDeclaration. 2003 NFIL established the International Alliance on Information Literacy. 2004 The Partnership for 21st Century Skills identifies information literacy as a key student learning outcome. 2005 UNESCO/IFLA/NFIL sponsored symposium of information literacy experts in Alexandria, Egypt, producing the Alexandria Proclamation. 2006 First National Information Literacy Summit in the U.S. – Co Sponsored by the National Forum, Committee for Economic Development, Institute for a Competitive Workforce, National Education Association, Educational Testing Service, and the National Forum. 2006 The National Center for Education Statistics Academic Library Survey began to include questions about information literacy. 2007 Purdue University established the first endowed chair in information literacy, named for W. Wayne Booker, past Chief Financial Officer of Ford Motor Corporation. 2007 UNESCO published Understanding Information Literacy: A Primer by Dr. F. Woody Horton, one of the conveners of the 2003 Prague and Alexandria. 2008 The Higher Education Reauthorization Act of 2008 included information literacy as a necessary skill for teacher professional development. 2008 The American Association of Community Colleges published a position statement on information literacy (http://www.aacc.nche.edu/About/Positions/Pages/ps05052008.aspx). 2008 The National Council of Teachers of English included information literacy skills in its Framework for 21st Century Curriculum and Assessment. 2009 President Obama issues a presidential proclamation establishing October National Information Literacy Awareness Month. 2011 Massachusetts becomes the first state to issue a gubernatorial information literacy proclamation. 2012 National Forum kicks off a national campaign to elicit gubernatorial proclamations from all 50 states and U.S. territories.
- Information proceeding through stages Noise = Unorganized Data
- Computing: 1946 “Information Processing” – pg. 6 computing has become ubiquitous and an increasingly transparent base of the infrastructure of contemporary society Telecommunication: 1. "cominformunication," pg. 6 which can be defined as the convergence of signal, information, and under- standing through an ongoing process of dialogue, sharing, and communication 2. A convergent and dynamic model, such as the concept of comin- formunication, warrants study, particularly since the networked technologies of groupware, teleconferencing, chats, and interactive video are transforming the working models of organizations and communities-into virtual organizations and networks [47]-as well as impacting entire generations 3. Openness, Inclusiveness, Asynchrony, Interactivity Cognitive Science: pg. 7
- Inconsistency in the progression of the process from data to information to knowledge It’s assumed that more information is related to knowledge when it may relate more closely to confusion the troublesome information-knowledge transformation is assumed to occur in a black box, or problem space, that is occasionally noted but rarely explored definitively Information is not knowledge Gavriel Salomon stresses the distributed, contextual, and social nature of knowledge. Where information is clear, discrete, and can be communicated "as is," knowledge is connected, contextualized, and ambiguous information-processing paradigm is a problematic foundation-at least outside the disciplines of psychology-on which to construct a compelling model of learning and information literacy. The logical processes of the model are faulty, its "uses" of "information" are overworked, the prevailing attitudes about the roles of logic, and language, and human-computer interaction-as well as the information-to-knowledge transformation-are too simplistic. Knowledge, not information, is the goal of the enterprise, and a new model, rather a new paradigm, is sorely needed.
- What is the goal of information literacy? The definition and standards for the process describe a changed state in the mind-as well as skills in lifelong learning-of the learner who has achieved IL competency [74]. However, since information literacy came from the library profession, generally, and bibliographic instruction in particular, it is grounded in content and the transfer of information learning is something emergent, self-organizing, and self-renewing Information literacy theory has surmounted the assumptions of a print-based perspective; interpreting visual information, using the Internet, and utilizing media for presentations of student research are considered appropriate skills and required competencies insufficient attention is paid to the social, situated, sociotechnological, and practical dimensions of learning that are now available from several scholarly perspectives. Successful learning-not information-leads to knowledge, which encompasses cognition (awareness) and understanding (context and experience), and should be accessible, in memory.
- Page 20: "new model should adhere to the following guidelines: (1)librarians and their partners must focus their energies and attention on those aspects of learning inadequately addressed in current practice, namely, putting greater emphasis on the visual and technological components, as well as the social determinants of learning effectiveness, and (2) librarians must ratchet up their standards and expectations from literacy to sociotechnical fluency” "learning rather than information, and sociotechnical fluency rather than literacy, that comprise the agenda for tomorrow” Details about New Model of Information Literacy (Learning) "Information literacy theory has surmounted the assumptions of a print-based perspective; interpreting visual information, using the Internet, and utilizing media for presentations of student research are considered appropriate skills and required competencies" 12: "insufficient attention is paid to the social, situated, sociotechnological, and practical dimensions of learning that are now available from several scholarly perspectives.” "Successful learning-not encompasses cognition (awareness) and understanding (context and experience), and should be accessible, in memory. Knowledge is not certainty but is a set of beliefs about causal relationships between phenomena" 13: " read and write. a new capacity to communicate using another language, code, or technology. a socially widespread patterned development of skills and capabilities in context of material support to achieve valued intellectual ends“ 15: ""meta-indexical," meaning a holding ground where codified knowledge (language or mathematical, for in- stance) and uncodified knowledge (such as tacit, visual, kinesthetic, and experiential knowledge) can meet.“ 18: "using information to make judgments regarding work processes and activities." Literacy In common usage literacy primarily still means the ability to read and write a new capacity to communicate using another language, code, or technology. a socially widespread patterned development of skills and capabilities in context of material support to achieve valued intellectual ends multiple literacies, which she categorizes as tool literacies (computer, network, and technology literacies) and literacies of representation creative access and use of the information, and techniques of communication and dialogue, including metalanguages
- Mackey, Thomas P. and Trudi E. Jacobson. 2011. Reframing information literacy as a meta literacy. College & research libraries 72(1):62-78. Page 63: Content: "ACRL eleven years later expands upon the ALA definition by emphasizing the depth of the information needed, the ability to find the information effectively and efficiently, the incorporation of new information with existing knowledge, and an understanding of the information environment
- MEDIA LITERACY Content: "accessing, analyzing, and evaluating information, but a stronger emphasis is placed on creating and participating, which together “builds an understanding of the role of media in society, as well as essential skills of inquiry and self-expression necessary for citizens of a democracy. 65 DIGITAL LITERACY Content: "digital literacy with critical thinking and argues that one of its core competencies “is the ability to make informed you find on-line.”21“ VISUAL LITERACY “a visually literate person can communicate information in a variety of forms and appreciate the masterworks of visual communication – Sense of Design - ability to understand, produce, and use culturally significant images, objects, and visible actions.” Felton compares the ability to make meaning through images with the ability to communicate through writing and addresses the influence of changing technologies on this process.“ CYBERLITERACY online communications, privacy issues, diversity online, and accessibility -- “using the Internet to express political, creative, and artistic viewpoints”37 and understanding “the variety of social and ethical issues associated with Internet communication.”3
- Information Fluency: Deeper Level of Comprehension and Engagement with ideas than just learning how to use a computer Content: "While information literacy is discussed as a critical thinking activity focused on research and author practices, fluency is described as “a set of intellectual capabilities, conceptual knowledge, and contemporary skills associated with information technology.” “Metaliteracy is an overarching, self-referential, and comprehensive framework that informs other literacy types. Information literacy is the Metaliteracy for a digital age because it provides the higher order thinking required to engage with multiple document types through various media formats in collaborative environments.” 70 “Metaliteracy provides an integrated and all-inclusive core for engaging with individuals and ideas in digital information environments.” someone who is information literate knows how to determine when information is needed, access information using a range of tools, evaluate the information through critical thinking and analysis, and incorporate information into something new through a synthesis of materials. “ "shift in emphasis from discrete skills to collaborative production and sharing of information using participatory interactive technologies.”
- "Understand Format Type and Delivery Mode“: It is critical that decisions about how much and what type of information is needed should be revised throughout the search process, yet an initial goal should be set“ – Searchers may also access user feedback elements in information tools, such as Amazon’s book or media reviews to revise their search parameters "Evaluate User Feedback as Active Researcher“: "tweets and Facebook comments are convenient sources of information for sharing links to Web sites, citations, and freely available scholarly resources, but this information requires the researcher to filter through vast amounts of user- generated content that is not always reliable or relevant to a particular search.“ "Create a Context for User-generated Information“: Content: "It has become dramatically more difficult for information seekers to determine who is producing the information they are considering and to establish the author’s expertise than it was prior to the emergence of social technologies." Content: "Because of the nature of disconnected pieces of information and shifting contexts, researchers may not even recognize the importance of looking for those identifying features that more experienced searchers rely upon. Information seekers may use factors such as ease of obtaining the full text of an item or the actual image, succinctness of the material, visual presentation and usability, and other elements that we now consider to locate information. This requires an understanding of the materials presented, as well as the associated meta-information and source type.“ "Evaluate Dynamic Content Critically“: "Because an individual or group is able to create an online forum for expressing opinions that in most cases would have been local in the past, today’s information-literate individual must be able to recognize and appropriately synthesize conflicting views“ "prevalence of online forums designed for expressing one’s viewpoints in dialogue with others, the information seeker must locate the dividing line between facts and opinions before incorporating these ideas into his or her own knowledge." "Produce Original Content in Multiple Media Formats" “As producers of digital documents, information-literate individuals must make critical choices about the precise media format to articulate ideas and the online site or tool for doing so. This may include social networking sites…community-based wikis, blogs, microblogs, virtual world “Understand Personal Privacy, Information Ethics and Intellectual Property Issues” “Information Access – Social and economic considerations. Open Access Issues. Proper Attribution of Sources. "ongoing exploration of the legal, economic, political, and social issues that mediate our access to technology and often define the types of documents we evaluate and use." “Share Information in Participatory Environments” "Metaliteracy moves beyond an exclusively skills-based approach to information and emphasizes collaboration in the development and distribution of original content in synchronous and asynchronous online environments."
- “Metaliteracy provides the foundation for media literacy, digital literacy, ICT literacy, and visual literacy.” “Overall critical-thinking abilities of information literacy create a necessary foundation for information fluency, which allows individuals to continuously adapt to new technologies.” “We also argue that producing and sharing information are significant activities for lifelong learning in social media environments and online communities.” “Information itself is constantly variable, and to fully gain knowledge about interacting with it as something dynamic and collaboratively produced requires the ability to adapt to shifting formats.”