Weiner & Weiner - Is There a Difference Between Critical Thinking and Information Literacy?
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The document compares and contrasts critical thinking and information literacy. It discusses the theoretical bases and cognitive functions of each, including how they relate to Bloom's taxonomy of learning. Idea analysis software is described that can segregate sentences, identify informative terms, and combine them into idea pairs to facilitate analysis of large amounts of text. Comparison of frequencies and triadic ideas within texts on critical thinking and information literacy show differences in higher cognitive functions addressed. Attributes of the two learning approaches are also contrasted.
![What is Bloom’s Taxonomy of
Learning?
• Cognitive Functions
– Knowledge
– Understanding
– Application
– Analysis
– Synthesis
– Evaluation
• The individual must have the knowledge and be capable of identifying, retrieving, and
organizing it so that a particular use can be considered. The acquired material must be
divided into parts and those reorganized to better fit the new purpose. The resulting
product must be assessed for its worth.
• [Taxonomy of Educational Objectives: The Classification of Educational Goals; pp. 201–207;B. S. Bloom (Ed.) Susan Fauer
Company, Inc. 1956.]](https://image.slidesharecdn.com/weinerweiner-120713102559-phpapp02/85/Weiner-Weiner-Is-There-a-Difference-Between-Critical-Thinking-and-Information-Literacy-4-320.jpg)
![What is Information Literacy?
• "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."[ALA
1989].
• “Information literacy is a set of competencies
that an informed citizen of an information
society ought to possess to participate
intelligently and actively in that society”
[AASL 1998].](https://image.slidesharecdn.com/weinerweiner-120713102559-phpapp02/85/Weiner-Weiner-Is-There-a-Difference-Between-Critical-Thinking-and-Information-Literacy-9-320.jpg)
![What is the basic data element in the
literature analysis?
• Thoughts or ideas
• “any conception existing in the mind as a result
of mental understanding, awareness, or
activity.[http://dictionary.com]
• Forming the thought could be private
• Recognizing the thought could be public.
• Difference Idea Analysis
• [Weiner, J.M.: Issues in the Design and Evaluation of Medical Trials.
G.K. Hall & Co., Boston, 1979.]](https://image.slidesharecdn.com/weinerweiner-120713102559-phpapp02/85/Weiner-Weiner-Is-There-a-Difference-Between-Critical-Thinking-and-Information-Literacy-12-320.jpg)
Weiner & Weiner - Is There a Difference Between Critical Thinking and Information Literacy?
- 1. Differences between Critical Thinking and Information Literacy John M. Weiner, Dr.P.H. weiner.john@tutorghost.com Sharon A. Weiner, Ed.D. sweiner@purdue.edu
- 2. Issues Considered • Theoretical Bases? • Learning and processing information • Literature Analysis? • Results of a formalized, public approach to analysis of text dealing with critical thinking and information literacy • Description of Analytic Method? • Idea and its role in text mining
- 3. What is Critical Thinking? CONCEPTUALIZING APPLYING MENTAL EVALUATING ANALYZING FUNCTIONS SYNTHESIZING “the mental process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach an answer or conclusion”. (http://www.Dictionary.com 2011)
- 4. What is Bloom’s Taxonomy of Learning? • Cognitive Functions – Knowledge – Understanding – Application – Analysis – Synthesis – Evaluation • The individual must have the knowledge and be capable of identifying, retrieving, and organizing it so that a particular use can be considered. The acquired material must be divided into parts and those reorganized to better fit the new purpose. The resulting product must be assessed for its worth. • [Taxonomy of Educational Objectives: The Classification of Educational Goals; pp. 201–207;B. S. Bloom (Ed.) Susan Fauer Company, Inc. 1956.]
- 5. Bloom’s Taxonomy of Learning Revised
- 6. Comparison of First Cognitive Function • Bloom’s Taxonomy 1956 • Anderson & Krathwohl 2001 • 1. Knowledge: Remembering or • 1. Remembering: Retrieving, recalling, retrieving previously learned or recognizing knowledge from material. Examples of verbs that memory. Remembering is when relate to this function are: memory is used to produce definitions, facts, or lists, or recite or retrieve material. • know identify relate list • http://www.uwsp.edu/education/lwilson/curric/ • define newtaxonomy.htm recall • Anderson, L. W. and David R. Krathwohl, D. R., et al (Eds..) memorize (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. repeat Allyn & Bacon. Boston, MA (Pearson Education Group) • Bloom, B.S. and Krathwohl, D. R. (1956) Taxonomy of • record Educational Objectives: The Classification of Educational name Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green recognize acquire
- 7. Another revision • Cognitive Functions • Recall/Retrieval ‐‐ Search, Identify, Retrieve data • Analysis ‐‐ Separate the information into components • Synthesis ‐‐ Combine the elements into new arrangements • Comparison ‐‐ Compare the new arrangements using measures and criteria • Evaluation ‐‐ Rank the arrangements using the established criteria • Judgment ‐‐ Select the ‘better’ arrangements • Application ‐‐ Using this reorganized information, create a new product (e.g., description of the topic, strategy to develop new information) • Weiner, J.M.: Issues in the Design and Evaluation of Medical Trials. G.K. Hall & Co., Boston, 1979.
- 8. Translating Terms into Actions • Search – User provides a pattern – Software compares user pattern against stored patterns • Identify – Software finds a match and captures the locations containing the specified pattern • Retrieve – Software goes to designated locations – Software copies records containing pattern and displays them
- 9. What is Information Literacy? • "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."[ALA 1989]. • “Information literacy is a set of competencies that an informed citizen of an information society ought to possess to participate intelligently and actively in that society” [AASL 1998].
- 10. What is information literacy? LOCATE MENTAL FUNCTIONS EVAUATE USE
- 11. Overview – Literature Analysis • Differences Between Critical Thinking and Information Literacy ‐‐ 16,946 documents – 8745 articles dealing with critical thinking – 8201 reports dealing with information literacy • [Repositories ‐‐ ERIC, PubMed (2000‐2009)
- 12. What is the basic data element in the literature analysis? • Thoughts or ideas • “any conception existing in the mind as a result of mental understanding, awareness, or activity.[http://dictionary.com] • Forming the thought could be private • Recognizing the thought could be public. • Difference Idea Analysis • [Weiner, J.M.: Issues in the Design and Evaluation of Medical Trials. G.K. Hall & Co., Boston, 1979.]
- 13. Idea Analysis Software • Developed as a Research Tool – Feasibility of using Ideas • Segregates each sentence • Identifies the informative terms in the sentence • Combines the terms as pairs to form ideas • Data record – idea and associated identifying information • Weiner JM et al. Methods in Knowledge Utilization. 2009, XXIV Century Press. http://www.amazon.com • Weiner JM. Effective Creativity in the Workplace, 2011, Lambert Academic Publishing Co. http://www.amazon.com
- 14. Ideas within a Sentence • “PBL pedagogy developed information literacy skills, critical thinking, and evidence‐based nursing skills, communication, co‐ operation and team working skills, problem solving and self‐ assessment skills.” • Information Literacy Critical Thinking • PBL PBL • Pedagogy Pedagogy • Skill Skill • Evidence Evidence • Communication Communication • Working Working • Problem Problem • Solving Solving • Assessment Assessment
- 15. Excerpt from the Idea Database Critical Thinking Related Year Ident Sentence critical thinking ability 2007 EJ799752 7 critical thinking ability 2009 EJ842292 6 critical thinking academic 2001 EJ633187 1 critical thinking academic 2008 EJ833913 2 critical thinking accuracy 2003 EJ676508 2 critical thinking acquisition 2007 EJ799752 7 critical thinking addition 2006 EJ740423 2 critical thinking application 2001 EJ633187 1 critical thinking article 2006 EJ744251 1 critical thinking article 2005 EJ763686 3 critical thinking bibliographic 2001 EJ633189 1 critical thinking citation 2006 EJ744251 1 critical thinking classroom 2001 EJ633187 1 critical thinking classroom 2001 EJ633189 1 critical thinking collaboration 2000 EJ608483 2 critical thinking collaboration 2001 EJ633187 1
- 16. Comparison of Frequencies (Ranks) of Terms Linked with IL and CT. Terms IL Rank CT Rank learning 1 1 student 3 2 skill 7 3 examine 13 4 technology 4 6 literacy 20 7 development 29 8 education 30 9 knowledge 31 10 model 32 11 research 33 18 effective 12 19 ability 34 20 assess 35 21 enhance 36 22 experiment 37 23 faculty 38 24 important 39 25 study 27 26
- 17. Comparison of Triadic Ideas – Analysis Function
- 18. Comparison of Triadic Ideas – Synthesis Function
- 19. Comparison of Triadic Ideas – Evaluation Function
- 21. Information Literacy – Higher Cognitive Functions • Evaluation Judgment Application • Accuracy Quality Communication • Advance Innovative Competency • Discriminate Comprehension • Indicate Instruction • Proficiency Training • Understanding
- 22. Attributes of Two Learning Approaches • Critical Thinking Information Literacy • Individualized Public • Discipline Specific Across Disciplines • Solve Problem Problems • Learn New Continuing Learning • Individual’s Status Decision‐making
- 24. Effective acquisition and management of knowledge resolution of local and global problems • Degree of Formalism associated with Cognitive Processes • Private ‐‐ personal and not publicly expressed. • Public ‐‐ open to the view of all. • Learning Behavior Employed • Self‐Learning ‐‐ student assumes responsibility for selecting subjects and learning content. Teacher serves as a facilitator. • Traditional forms ‐‐ lecture and textbook instruction. • With the existing expertise in dealing with text and in working with clients in a large number of disciplines, the information literacy librarians may be better equipped to produce the needed techniques.
- 25. Attitudes of Conference Participants? • Favorite Learning Methods? • Structure of Text? • Differences between Numbers and Text?
- 26. Question 1 • Identify the learning method that is most satisfying to you in accomplishing your objectives? • a. Traditional classroom lecture? • b. Self‐exploration of topics? • c. Self‐exploration plus guidance by specialist? • d. Collaborative team arrangement?
- 27. Question 2 • Identify the component most important in communication between individuals? • a. The words used? • b. The ideas conveyed? • c. The images presented?
- 28. Question 3 • Why are numeric data processed easily using an algorithmic approach? • a. Statistical operations are easier to perform? • b. There is a ‘natural’ order to numbers? • c. Numbers can be assigned to represent physical or abstract objects more easily than can text? • d. Individuals attracted to the physical sciences are lazier and want algorithms so that the work is done more easily and faster?
- 29. Text Analysis – Manual Methods – Retrieve Abstracts from Repositories ‐‐ 16946 in 2 minutes – Triage Abstracts to determine relevance – 15 seconds x 16946 = 70.6 hours – Identify data in 8473 x 10 minutes = 1412.2 hours – Prepare data records for 8473 x 5 minutes = 706.1 hours – Total Time = 2,188.9 hours (273.6 8‐hour days)
- 30. Text Mining for Theme Related Groups • Retrieve Abstracts from Repositories ‐‐ 16946 in 5 minutes • Triage Theme groups to determine relevance – 15 seconds x 16946 = 70.6 hours • Identify data in 8473 x 10 minutes = 1412.2 hours • Prepare data records for 8473 x 5 minutes = 706.1 hours • Total Time = 2188.9+ hours
- 31. Text Mining for Content – Retrieve Abstracts from Repositories – Identify data – Prepare data records for 16946 – Create knowledge resource – Total Time – 0.2 minutes x 16946 = 56.5 hours (7, 8 hour days)
- 32. Critical Thinking = Information Literacy? • If Critical Thinking employed modern technologies, instead of individualized mental processes, would it be called Information Literacy?