Week 1 information and information literacy
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This week introduces key concepts of information and information literacy. Information is defined broadly as ideas, facts, or works communicated in any format. Data becomes information when organized into a meaningful context. Information literacy involves having the skills to identify an information need, access appropriate sources to address it, and evaluate results critically. It is considered a core competency in higher education alongside other literacies like digital, scientific, and data literacy. Information literacy allows people to make informed decisions, create new knowledge, and engage ethically in society as lifelong learners.
Week 1 information and information literacy
- 1. Week 1 Information and Information Literacy 1 Week 1 This week serves as an introduction to the class. To begin, we look at basic definitions, terms and ideas of information and information literacy What is Information? •The ALA definition: 'all ideas, facts, and imaginative works of the mind which have been communicated, recorded, published, and/or distributed formally or informally in any format.' From the text: Data which has been recorded, classified, organized, related, or interpreted within a framework so that meaning emerges. (“Information” 2003, McGraw-Hill Dictionary of Scientific and Technical Terms, 6th ed. McGraw- Hill) Information can take many forms, as the text states. Not only in text form but in graphs, charts, or numerical data (see example chart from Chap 1). Data is distinct from information in that data is usually unorganized or not within a context. As an example a data graph from the text (p. 4) Some other definitions: Data is raw, unorganized facts that need to be processed. Data can be something simple and seemingly random and useless until it is organized. Information: when data is processed, organized, structured, or presented in a given context so as to make it useful, it is called information (from Data vs. Information http://www.diffen.com/difference/Data_vs_Information) Knowledge, on the other hand, is information that has been comprehended and evaluated in the light of experience and incorporated into the knower's intellectual understanding of the subject. It “resides in the user…happens only when human experience and insight is applied to data and information” (from Liew, Anthony “Understanding Data, Information, Knowledge And Their Inter-Relationships “ Journal of Knowledge Management Practice, Vol. 8, No. 2, June 2007. Retrieved from http://www.tlainc.com/articl134.htm)
- 2. Week 1 Information and Information Literacy 2 Information Literacy According to the text, information literacy has typically been defined as an ‘educated’ person: According to the Oxford English Dictionary, a literate person is an educated person (“Literate” 2016). This meaning of literate dates to about a.d. 1475. So what does it mean to be educated? In a.d. 1475, it meant being able to read and write. What does it mean to be educated, today? The textbook in Chapter 1 lists several different types of literacies: Visual literacy Digital literacy Financial literacy Geographic literacy Cultural literacy Media literacy Scientific literacy Digital life literacy Health literacy Computer literacy Historical literacy STEM literacy Data literacy Meta literacy Civic literacy Economic literacy Multicultural literacy Global literacy Critical literacy Information literacy In this course, we will focus on information literacy. However we look at this in context as to how it relates to other literacy areas; as the text states, these areas overlap in many ways and scenarios. The image from the text illustrates the central position of information literacy related to other types of literacy:
- 3. Week 1 Information and Information Literacy 3 (p. 6, Concise Guide) You need to be information literate to be a chemist, a writer -- or a successful student! Information Literacy as a Core Competency Accrediting bodies of higher education have incorporated information literacy as core requirements in accreditation standards: The Middle States Association of Colleges and Schools says that colleges should offer a curriculum “designed so that students acquire and demonstrate essential skills including at least oral and written communication, scientific and
- 4. Week 1 Information and Information Literacy 4 quantitative reasoning, critical analysis and reasoning, technological competency, and information Literacy” (Middle States Commission on Higher Education 2014). WASC (Western Association of Schools and Colleges) which accredits higher education in the Western area, includes information literacy as a core competency: CFR 2.2a states that baccalaureate programs must "ensure the development of core competencies including, but not limited to, written and oral communication, quantitative reasoning, information literacy, and critical thinking." (WASC Handbook on Accreditation in 2013, http://www.wascsenior.org/resources/handbook-accreditation-2013 p. 30) From a library organization: The American Association of School Librarians lists a number of reasons why information literacy is important, including the ability to make informed decisions, create new knowledge, pursue personal growth, and participate, both ethically and productively, in our democratic society (Standards for the 21st- Century Learner, American Association of School Librarians, 2007). Vocabulary creation of information data forms of information information information literacy information need jargon lifelong learning literate sources of information Questions for Reflection Where does information come from? What information have you created in the past week? What does it mean to participate in our democratic society? What is a “global citizen”? Why is lifelong learning important?