What are the key understanding in teaching about information? Think about how information is conceptualized, both within popular consciousness, and academia. Using Bruce's informed learning, as well as standards what do we think is important in understanding information? This is a continuation of the IL discussion (and maybe this part should have come first) - does this change the way you conceive IL standards?
I think that popular consciousness dictates that technology=information, while academia dictates that information must meet certain criteria in order to be considered valid and reliable. Of course this is a very general assumption and statement, but from personal experience I can say that many people rely on “googling” and Wikipedia to find their information, and many don’t question the reliability of that information. I also think that many learners consider finding information a simple path from point a to point b, moving in a straight line. It’s not that they are unable to see it differently, just that they aren’t always aware or thinking about how they find and use information to learn.
Learning or using information is not a destination, but a process and experience for the learner that is continuous. The process doesn’t come to an end or stop-it might move on to another idea or continue to build upon the initial learning experience with new and different ways, but it always goes on. Using information is a continuous cycle of learning.
Learning or using information is not a destination, but a process and experience for the learner that is continuous. The process doesn’t come to an end or stop-it might move on to another idea or continue to build upon the initial learning experience with new and different ways, but it always goes on. Using information is a continuous cycle of learning.
Bruce makes an important point that we need to teach students that there is no divider between learning and information use-the two are not separate, but the same. Bruce (2008) additionally states how information is “internal,” a part of the student, and that “Information is not sought; it is interacted with as they use it to learn” (p. 64). This is what is key in understanding information. Creating awareness within the learners of their learning process is a first step toward understanding information.
In the preface of her book, Informed Learning (2008), Bruce outlines her theories on learning and information: “Informed learning reconceptualizes information literacy as being about engaging in information practices in order to learn, engaging with the different ways of using information to learn” (p. viii). Also in reference to learning about information, she further states:
“Based on my work in developing the Seven Faces of Information Literacy, it proposes that teaching and learning must (a) bring about new ways of experiencing and using information, and (b) engage students with the information practices that are relevant to their discipline or profession” (p. viii).
When students learn how the use of information is personally relevant and meaningful to their lives, whether formally or informally, this provides the motivation for their continued learning (Bruce, 2008, p. 29).
Bruce also adds, “..if we are to help students learn, we must first be aware of how they experience those aspects of the world about which they are learning” (p. ix). All of these are necessary understandings in teaching about information. The focus is put on the learner and determining how they learn and experience things before we try to help them to learn. Bruce’s ideas are significant and change the way the IL standards are viewed since Bruce recognizes that everyone experiences the world differently and comes to information with different backgrounds-some more prepared than others, some less. When interacting with the standards, however, this gap is not always recognized. Another example is a standard of AASL that states that learners should “Demonstrate mastery of technology tools for accessing information and pursuing inquiry” (1.1.8). We know that in some cases this won’t be possible since there still is a technology gap and not everyone has access to current technology or only has limited access. Part of understanding information is also knowing that not all learners come to the learning experience with the same set of skills, so as teachers and librarians we must be ready and able to address learning curves if necessary.
A common thread or concept that is shared between the standards set forth by ACRL, AASL, and Bruce is that Information Literacy “extends lifelong learning through abilities which may use technologies but are ultimately independent of them” (ACRL, p. 3). The key understandings in teaching about information are knowing how students approach their individual learning experiences, and making learners aware of how they are using information to learn. These skills are necessary so students can understand and think about their own learning in order to be successful in attaining informational literacy.
American Association of School Librarians (2007). Standards for the 21st-Century Learner. Retrieved from http://www.ala.org/aasl/standards.
Association of College & Research Libraries (2000). Information Literacy Competency Standards for Higher Education. Retrieved from Angel, San Jose State University.
Bruce, C. S. (2008). Informed Learning. Chicago: American Library Association.
Learning or using information is not a destination, but a process and experience for the learner that is continuous
ReplyDeleteI really liked this conceptualization. I think a key idea of Informed Learning is not only that people experience information differently in terms of learning but we can use these lens to design instruction to help them understand these differences - with contexts and disciplines.
I have to agree with you statement that many consider finding information a straight line from point “a” to point “b”. In my experience, this is rarely the case (and that is why I find research so much fun sometimes). Even if I do check Wikipedia first, it's only to get ideas of other places to look for information, which usually leads to more places to look, as so on. I think that technology has made some people "lazy", in that they look something up on Google or Wikipedia, and after checking 2-3 links for more information, they figure that they have enough and they stop. Back in the days when all information had to be sought in print (ie: card catalogs, publisher's guides and printed indexes) it involved a lot more critical thought and "leg-work". Now we're facing a generation of students who have no experience with this type of research, and just turn straight to their trusty computer. This is what frustrates me a little about the ACRL standards, in that it is focused so much on technology that the Millennial generation aren't learning a thing about seeking information outside of cyberspace. And this, like you mentioned is also a disservice to those who are on the wrong side of the digital divide. Real understanding and learning comes from knowing how to utilize all "tools in your tool belt", so I feel that individuals still need to learn the old, as well as the new, ways in order to really be informed learners.
ReplyDeleteHi Julie- I thought that your statement “The key understandings in teaching about information are knowing how students approach their individual learning experiences” was excellent and one that we, as educators, tend to forget. We often expect that all our students have the background in information experiences, but that isn’t true. Just because two students have the same English teacher during sixth period doesn’t mean that they will have learned the same information or have had it mean the same thing to both of them. Past experiences and home life play a huge part in how a student will approach the experiences of learning that educators set up for them. Thanks for the reminder!
ReplyDeleteTracey, I get what you are saying about doing legwork in order to find information. I know that I was doing research before Google or Wikipedia existed so my research experience has been quite diverse since I started out with looking at card catalogs and then using those resources I found to find other resources. Using the computer doesn't necessarily change that particular process, but I agree with you that it can make a learner lazy and they might not pursue other areas of possible research outside of technology. When you have been exposed to research prior to the use of technology, I think that you perceive the process quite differently.
ReplyDeleteErin, I like your example of having the same English class and how that doesn't mean that all of the students in that class leave with the same knowledge or information. I think that the assumption is made because students are sometimes seen as a class and not as individual learners within that class.
I like your quote, “I think that popular consciousness dictates that technology=information, while academia dictates that information must meet certain criteria in order to be considered valid and reliable.” Some students believe that if they found it on the internet that it is the truth and is valid. Sometimes they will just use that source and will not find any other alternate sources. Academically the information needs to be considered valid and reliable but it is the responsibility of the library and the professors to help the students to determine how to validate and/or find reliable sources. They cannot just assume that the students have the right knowledge and capability to find the right information that the academic environment wants.
ReplyDelete