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Digital Culture and Practices Information Literacy

Digital Culture and Practices Information Literacy. 5. Session Five Outline. Recapping past sessions Information literacy Right Technology at the Right Time for the Right Task References. BREAK. Recapping issues from previous Sessions. 1. Social and Cultural Views of ICT

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Digital Culture and Practices Information Literacy

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  1. Digital Culture and Practices Information Literacy 5

  2. Session Five Outline • Recapping past sessions • Information literacy • Right Technology at the Right Time for the Right Task • References BREAK

  3. Recapping issues from previous Sessions 1. Social and Cultural Views of ICT • Culture, cultural components and changing cultures • Technology and the speed of change • Impact of technology on our lives and in education 2. Information economy and the process of globalisation • Technology transforming society and changing our daily practices • Technology as ‘non-neutral’ • EMB’s Information literacy discussion document

  4. Recapping issues from previous Sessions 3. Networked knowledge society • Differences between information and knowledge societies - Information can be transmitted, Knowledge must be acquired and constructed • Education in a networked society • New teaching and learning spaces/environments • New competencies for teachers in a networked society • Schools as learning organisations – flexibility for continuous change

  5. Recapping issues from previous Sessions 4. Group presentations • Don Ihde - Technologies bring new characteristics to activities and relationships of humans • This often leads to unanticipated consequences, the more they are used • Its impact does not follow the simple cost/effect analysis • Principle of magnification / reduction transformation for every enhancement of some feature, there is also a reduction of other features Such non-neutral transformations belong to all technologies

  6. Recapping issues from previous Sessions 4. Group presentations • Technology mediates and transforms our way of seeing/ experiencing the world,and very often without our being conscious about it. (eg think about the car) • It can change the focal attention of humans Something comes to the foreground while others recede to the background • Group presentations and reports – emphasis on description but not enough analysis. Not enough reflection on ‘digital culture and its impact

  7. Recapping issues from previous Sessions 4. Group presentations • Group presentations and reports – often information intense only. Some reports more academic, with references which inform the study. Use of case studies excellent to illustrate key points/concepts. Some good links to government policy and ‘roll out’ in schools, highlighting issues problems to be addressed. Overall comment – more reflection, analysis, use of digital culture literature to inform the report, implications for changes in practices

  8. Important Revolutions

  9. Impacts of Information Revolution • Globalization • For the first time in human history the benchmarking in every aspect of life is changing. • In a world without borders, to be the best in your market, you need to be the best in the world, not the best in your city or in your country.

  10. Impacts of Information Revolution • Knowledge Explosion • 3 decades ago, knowledge changed every 20 or 30 years.Today the average is 5 years. • In information technology, the change is 6 months or one year. • For this reason, the new illness of our generation is professional obsolescence.

  11. Impacts of Information Revolution • Expectation Revolution • The poor Indians, who have lived with the same clothes, food and medicine for thousands of years are, for the first time, no longer comfortable with their situation. • What is the distinction between absolute poverty and relative poverty? • When your knowledge grows 1 percent, your expectations grow 5 percent. • Information literacy plays a leading role in reducing the inequities within and among countries and peoples.

  12. Information Literacy Traditional view of information literacy: solely as information retrieval skills or IT skills. This is inadequate – students need to ‘know how’ and also ‘know why’ What does this mean: know how and know why? (EMB, 2006)

  13. ‘Information Literate Person’ What is expected? • Knows why and how to use information to achieve needs throughout life • Ability to build on previous knowledge on ‘what I already know’ and ‘what I want to know’ and be able to apply knowledge in real life contexts • Information literate person should act ethically • Education is expected to go beyond ‘initial schooling in order to prepare and support citizens for life long learning’ (EMB, 2006)

  14. Information Literacy - defined One definition: ‘Information Literacy is defined as the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand’ http://www.infolit.org/

  15. Defining Information Literacy • ‘IL’ linked with lifelong learning (Candy 2002) • Key to personal empowerment and economic development of a society. … a “new economy” (O’Sullivan 2002) • Lifelong learning skills essential - to cope with the rapidly evolving changes in the era of information age • Emerging digital culture - trends in economic globalization and the needs for developing a knowledge-based society, have underpinned the infusion of information literacy in education and all spheres of political, economical and social life of the 21st century (EMB, 2006).

  16. (EMB, 2006)

  17. Figure 2.1: A Conceptual Framework for Information Literacy (EMB, 2006)

  18. Thinking of thinking (EMB, 2006) nd

  19. Coding scheme for analysing selected models of information literacy Process-driven approach to develop students with wider life-long learning skills: eg • Cognitive Dimension - enables students to master skills to comprehend, locate, analyse, critically evaluate and synthesise information and apply their knowledge to inform decisions and problem solving • Meta-cognitive Dimension emphasises developing students as reflective learners …in context and taking account of student experiences • Affective and Socio-Cultural Dimensions address the need to enable students to appreciate and enjoy the process of inquiry; and to empower them with greater autonomy and social responsibility over the use of information in their individual as well as collaborative learning. (EMB, 2006)

  20. Objectives of the Information Literacy Framework 1. To enable students to master the necessary skills to comprehend, locate, analyse, critically evaluate and synthesise information and apply their knowledge to inform decisions and problem solving 2. To develop students as reflective learners who are able to plan, reflect upon and regulate their process of inquiry in a rapidly changing, information-based environment 3. To enable students to appreciate that being an independent learner will contribute to personal growth, enjoyment and lifelong learning 4. To empower students with greater autonomy and social responsibility over the use of information in their individual as well as collaborative learning (EMB, 2006)

  21. Comments on the Consultation Document Required by 28 November. A review of this document – valid and useful individual assignment Chris WARDLAW, Deputy Secretary for Education: Information Technology (IT) in Education –Right Technology at the Right Time for the Right Task 教育局副秘書長王啟思: 資訊科技教育－適時適用科技 學教效能兼備

  22. Proposed Action Plan • Action 1 • To provide a depository of curriculum-based teaching modules with appropriate digital resources • Action 2 • To continue to sharpen teachers’ IT pedagogical skills • Action 3 • To assist schools to draw up and implement school-based IT in education development.

  23. Proposed Action Plan • Action 4 • To enable schools to maintain effective IT facilities • Action 5 • To strengthen technical support to schools and teachers • Action 6 • To raise parents’ information literacy and assist them in guiding children to use IT at home.

  24. List of literature reviewed • Balanskat, A., Blamire, R., & Kefala, S. (2006). The ICT Impact Report: A review of studies of ICT impact on schools in Europe. Available at http://insight.eun.org/ww/en/pub/insight/misc/specialreports/impact_study.htm • Condie, R., & Munro, B. (2005). Insight 20: The Impact of Information and Communication Technology in Scottish Schools: Phase 3. Available at http://www.scotland.gov.uk/Publications/2005/09/09104316/43184 • Harrison, C., Comber, C., Fisher, T., Haw, K., Lewin, C., Lunzer, E., et al. (2002). The Impact of Information and Communication Technologies on Pupil Learning and Attainment. Available at http://www.dfes.gov.uk/rsgateway/DB/RRP/u013878/index.shtml • Higgins, S. (2003). Does ICT Improve Learning and Teaching in Schools?.Available at http://www.bera.ac.uk/publications/pureviews.php

  25. List of literature reviewed • Newhouse, C. P. (2002). Literature Review: The Impact of ICT on Learning and Teaching. Available at http://www.det.wa.edu.au/education/cmis/eval/pd/reading/reading1.htm • Newhouse, C. P., Trinidad, S., & Clarkson, B. (2002). Quality Pedagogy and Effective Learning with Information and Communications Technologies: a review of literature. Available at http://www.det.wa.edu.au/education/cmis/eval/pd/reading/reading1.htm • Pelgrum, W. J., & Law, N. (2003). ICT in education around the world: trends, problems and prospects. Paris: United Nations Educational, Scientific and Cultural Organization. Available at http://portal.unesco.org/education/en/ev.php-URL_ID=47117&URL_DO=DO_TOPIC&URL_SECTION=201.html • Pittard, V., Bannister, P., & Dunn, J. (2003). The big pICTure: The Impact of ICT on Attainment, Motivation and Learning. London: DfES. Available at http://publications.teachernet.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications&ProductId=DfES+0796+2003&

  26. Tasks • Form a group of 3 to 4 students, critically review one of the proposed action plans and comment on the Consultation Document. • If you have comments on other parts of the consultation document, you are welcomed to upload your view individually into the forum.

  27. References • Cuban, L. (2001). Oversold & Underused: Computers in the Classroom. Cambridge, Mass.: Harvard University Press. • EMB (2006) Information literacy framework for Hong Kong: building the capacity of learning to learn in the information age http://www.emb.gov.hk/FileManager/EN/Content_4424/il%20paper(sandy)_17_2_2005_ver2.doc • Ihde, D. (1993). Philosophy of technology : an introduction. NewYork: Paragon House

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