A2.4: Week 2 Reflection

Deidra Darst

8/31/07

Aims and Objectives:
My personal goal for this week in regards to CD 315 was to finish all of the assigned work before the weekend.  I set out to do at least one writing each day.  I did this in order to keep my sanity.  I need to take a test for my online medical terminology class, and I can concentrate on that as long as my CD coursework is complete.  I like to use weekends for reviewing and preparation for the coming week, so I have to finish all of my assignments early in order to do so.

Declarative Knowledge:
This week’s readings have contributed to my declarative knowledge based.  The readings taught me about the following:  blogs, the Read/Write Web, email, discussion groups via email and the World Wide Web.  I will briefly discuss each area. 

7 Things You Should Know About Blogs provided a brief overview of the blog.  I learned how blogs work, why they are important and who is using them.  Chapter 1 of Richardson’s text entitled The Read/Write Web explained how the World Wide Web has evolved since its infancy.  I read about the ease with which anyone can contribute to the already vast amounts of knowledge of the Internet.  The Internet has become a place to not only read what others contribute, but to publish your own work and ideas.

The documents on email taught me how to properly send email messages.  I learned that brief, succinct communications are appropriate for email exchanges.  One must consider the recipient of the email when creating it.  A new world was opened up to me upon reading the documents concerning group discussions via email.  I learned that I can subscribed to an email list in order to obtain information that I find interesting and pertinent.  Mailing lists are not just for college classes!  In reading about the World Wide Web, I learned that the Internet began as a small, small-reaching system.  The World Wide Web has seen grown tremedously in the past 15 years; millions of Internet users surf the World Wide Web each day.

Procedural Knowledge:
I learned how to organize my weblog this week.  My instructor provided instructions for creating categories for our blogs.  First, I logged onto www.wordpress.com.  After accessing my dashboard, I clicked on “manage.”  I then clicked on “categories” where I could create new categories.  I added categories for each week as well as a “Memo” category.  I had some time to explore my weblog’s dashboard where I discovered the “widgets” section.  This section allowed me to customize my toolbar.  I had noticed that other weblog presentation styles had different links on their toolbars, and I wanted them!  By using the widgets tool, I added the sub-links that I wanted to display on my weblog’s home page.

Conditional Knowledge:
I can use the information that I learned this week throughout this course and in the future.  As this course is Internet-based, I know that the knowledge and skills gained from these readings will increase my abilities to work online.  I will use this knowledge as I continue to increase my information literacy skills.  The World Wide Web and all of its conveniences will definitely be a part of my life as a student, citizen and future professional.

I can make several connections between this week’s reading material and my life.  As a student I use email (and now weblogs) everyday of my life.  I communicate via email with classmates, professors and administrative personnel at Marshall University.  I am currently maintaining this weblog as a requirement for my CD 315 course.  I consider myself a productive citizen, and I believe that in order to retain this status I must remain digitally literate.  This means that I must understand the World Wide Web, email and online blogging communities.  I must use this information to contribute to my community and society as a whole.  As a pre-professional, I am constantly reminded of the ever-changing technologies of today.  I will be affected by all of these changes, and I must be prepared for them.  As a speech-language pathologist, I will have to be receptive to new ideas and know when and how to incorporate them into my diagnostic and therapeutic techniques.

A2.3: WWW Reflection

Deidra Darst
8/30/07

 

What did I learn that I didn’t already know? My husband is a computer programmer, so most of these words, phrases and concepts were familiar to me. I found it interesting that only 130 websites existed at the beginning of the Internet’s history. It is amazing how something that started out so small and quite unavailable has grown into an enormous and convenient tool for millions of users. I have always been amazed by the workings of the Internet, and these sites gave me some insight as to how it functions. With HTML codes, HTTP and URLs, the World Wide Web is a highly organized system that can be very beneficial to those who know how to navigate it. I had never contemplated all of the intricacies involved in locating and accessing a website, I merely took it for granted.

What surprised me? I was surprised to learn that the Internet was so small in its infancy. I cannot remember a time of a “limited Internet” in my years as a user. Something that surprises now, after reading these articles, is how easily anyone can access data and information. I am surprised that navigating the World Wide Web is so effortless for its users. A great amount of time, effort, knowledge and skill were utilized in order to achieve such a feat. I was surprised to read that one particular website named Microsoft Internet Explorer and Netscape Navigator as the two most popular web browsers. As of late, Mozilla Firefox as far surpassed the popularity of Netscape Navigator.

How might what I learned impact my work? I believe that background knowledge is necessary in order to be knowledgeable. I can be a more efficient user by understanding the workings and organization of the World Wide Web. I will not take for granted the access to information that the World Wide Web has afforded me. I need to maintain a high level of digital literacy so that I can efficaciously use the World Wide Web to my advantage. I can be a productive citizen by understanding new and current developments related to the Internet.

**Check out these links if you are interested in visiting the sites I was assigned to read:

http://www.georgiacenter.uga.edu/exploring/netweb.html#web

http://www.georgiacenter.uga.edu/exploring/netweb.html#serving

http://www.georgiacenter.uga.edu/exploring/netscape.html

http://www.georgiacenter.uga.edu/exploring/urls.html

http://www.links.net/webpub/web.html

A2.3: Discussion Groups Reflection

Deidra Darst
8/30/07

 

What did I learn that I didn’t already know? The readings concerning group discussions through email taught me a few things that I did not already know. I realized that group discussion boards existed, but I never thought about registering for an email discussion group. I have used LISTSERV, but only for communication purposes between instructors and classmates. I had not considered registering for a mailing list based on interest in a particular topic.

What surprised me? I was surprised by some netiquette issues that were addressed in these readings. For instance, responses to specific questions are not to be sent to the whole group but rather emailed to the personal account of the inquisitive user. I have always just answered by sending my answers to the whole group just in case another user wanted to know the answer as well. The readings suggested that the person who sent the question should send a summary of received replies to the group. I was also surprised to learn that, when going on vacation, one should unregister from mailing lists. I had never considered this, but it makes sense to do so in order to minimize the number of emails that you will return to at the end of the week.

How might what I learned impact my work? I am easily side-tracked when I am online, and I have been known to respond to off-topic messages on discussion boards. The readings made a good point in saying that it is necessary to keep all discussions topic-focused, and I will do my best to stay on topic in the future.

**Check out these links if you are interested in visiting the sites I was assigned to read:

http://www.learnthenet.com/english/html/24mlists.htm

http://www.cs.biu.ac.il/home/leagal/netguide/dis.html

A2.3: Email Reflection

Deidra Darst
8/29/07

What did I learn that I didn’t already know? This readings provided some new information about emails. I learned about “extended character sets.” I have always wondered why I receive some messages with equal signs. The means through which messages are sent cannot handle these extended characters, and sometimes the characters are not converted once received, hence the “funky” messages I sometimes receive. I also learned that PC and Macintosh computers do not recode things in a similar manner. I do not even consider Macintosh computers when I send emails because I do not own one. Until recently, I did not know that the two were so different, and these readings have made the distinction even clearer for me. I learned that I need to be more considered of the recipients of my emails due to some inconsistencies within different programs.

What surprised me? I was surprised to learn from “A Beginner’s Guide to Effective Email” that the formality of your emails has an effect on whether or not you will receive a response. This site said that informal emails are more likely to receive a response while formal emails are not. I have always assumed that the level of formality that you use directly correlates to your audience and topic, not whether or not you truly want to receive a response. I was also surprised to learn that “spammers” can be sued for sending “junk mail” through email. I wish that I had known this sooner! I naively assumed that my email was private, but many deleted emails are archived for an extended period of time.

How might what I learned impact my work? I cannot say that I learned anything from these readings that will greatly impact my work. I will, however, urge some friends of mine to stop sending “chain emails.” I do not enjoy receiving these emails, but I did not realize what a true nuisance they are. I will try to consider the recipients of my emails in the future. I often try to make emails “pretty,” but this could be useless if their email service provider does not support the “tweaks” that I have done.

**Check out these links if you are interested in visiting the sites I was assigned to read:

http://www.webfoot.com/advice/email.top.php

http://www.cs.biu.ac.il/home/leagal/netguide/user.html

http://www.cs.biu.ac.il/home/leagal/netguide/elec.html

http://www.learnthenet.com/english/html/75email.htm

 

 

 

A2.2: Chapter 1 – Richardson

Deidra Darst
8/28/07

Richardson, W. (2006). The read/write web. In J. Barbakow, E. Meidenbauer, J. Ward (Eds.), Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press.

TAP: The topic of chapter one in Richardson’s text “Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms” is the evolution of the World Wide Web. This chapter was written for those who are interested in incorporating new technological tools into their pedagogical and/or learning techniques. The purpose of the chapter is to explain how the current changes to the World Wide Web can potentially benefit many areas of society.

Claim: Richardson claims that the World Wide Web has evolved from a Read-Only Web to a Read/Write Web. The Read/Write Web of today allows users to write and publish their creations online as well as read the writings of others. This transition has created advancement opportunities in education, business, journalism and personal expression.

Evidence: Richardson provides evidence to support his claim. He first explains the recent transition to a Read/Write Web. The Internet began as a text-only exchange form for government agencies. Within the past few years, the ability to easily contribute to the World Wide Web has become possible for the average citizen. Richardson writes of a 2003 survey, completed by Pew Internet & American Life Project, which states that nearly half of adult users claim to have contributed to the Read/Write Web. The ease with which anyone can publish things on the Internet provides opportunities for the implementation of technology in new environments. Richardson writes that businesses are adding weblogs and the like to their daily communications at the workplace. Weblogs and wikis allow coworkers to learn about the company and collaborate to contribute to the business. Richardson particularly focuses on the incoporation of the Read/Write Web within educational environments. The tools of the Read/Write Web are so familiar to students of today that they use them in everyday life. Richardson cites William D. Winn, Director of the Learning Center at the University of Washington, who postulates that “years of computer use creates children that think differently than us. They develop hypertext minds.” Students can very likely benefit from different styles and modes of learning. While administrators are often hesitant to adopt such revolutionary tools within the classroom, students are often receptive to the change. This possible alludes to the possibility that students favor using the Read/Write Web over the typical classroom tools. Why not explore the possibilities that these tools can provide?

Connections: I found this reading to be very relevant in my world. Richardson mentioned the hesitance of administrators and instructors to incorporate the tools of the Read/Write Web into their classrooms. I have experienced this throughout my time at Marshall University. A student will often say to the instructor, “Can you make these notes available on WebCT?” The instructor will then say, “No, I don’t know how to do that.” Although students are receptive to using these tools, those who are not “digital natives,” people who are not surrounded by technological advances their whole lives, are more reluctant. I understand those professors apprehensions towards new technologies, but they should not discard them so easily.

Nearly all of the readings from Week1 stated that the implementation of technology in the classroom can benefit teachers and learners. Using technology within educational settings will improve students’ and educators’ information literacy skills.

As a future speech-language pathologist, I must contemplate Richardson’s words. He stated the reluctance of “non-digital natives” as it relates to using new technologies. The field of speech-language pathology will inevitably grow and change during my time as a professional. How will I deal with these changes? Will I be accepting or skeptical? This is a very important issue, and it forces me to reflect on my personality and how I deal with change. I found myself to be wary of this CD 315 class, but as I progress through the weeks, I am feeling more and more comfortable publishing my work and ideas on the Read/Write Web. All professions, regardless of their fields, should invite change. The change and progression that occurs with technology can improve our fields of study and ultimately make us better providers for the general public.

 

A2.2: 7 Things You Should Know About Blogs

Deidra Darst
8/28/07

7 things you should know about blogs. (2005). Educause Learning Initiative. Retrieved August 28, 2007, from http://www.educause.edu/ir/library/pdf/ELI7006.pdf

 

TAP: The topic of this document is the blog: what it is, who uses it, how it works, its importance, its negative aspects, what is in its future and its implications on teaching and learning. This article was written for an audience interested in blogging or for those in the educational field who wish to include technology in their instructional techniques. The purpose of this document is to inform the reader about blogging. It provides a brief overview the history and future of the online journaling technology.

Claim: This article claims that blogging can be used for a variety of purposes, whether personally, collaboratively, politically or educationally. The blogging technology is easy to use and aids users in sharing their work and ideas with the online community.

Evidence: Many World Wide Web users have joined the weblog community. Weblogs are user-friendly because they do not require knowledge of HTML code, hence allowing thousands of people to operate them. Weblogs have been created for a variety of purposes and causes: personal diaries, editorials, political and educational issues, campaign issues, informative purposes and for entertainment. Bloggers, those who use weblog services, form a community with other users. This connection allows information, ideas, debates and awareness to spread throughout the online community. Many educators have incorporated blogging into their classrooms and are experiencing the benefits. Students become active in the learning process, and they benefit from the peer interaction created by the weblog community.

Connections: As new blogger myself, I found this article very helpful. The article stated that many teachers are incorporating blogs into their classrooms. My CD 315 class is currently using www.wordpress.com to share our academic work with one another. This article has helped me understand the relevance of this class. I am not maintaining this weblog for my personal benefit, but for the benefit of others. My classmates and fellow bloggers can read my posts and, hopefully, learn something from my experiences and ideas. I will benefit from my blogging experience because I am improving my digital literacy skills. At the beginning of this class I considered myself to be somewhat computer-illiterate, but I hope that the conclusion of the semester I feel highly computer-, information- and digitally-literate.

I thought about the process of blogging during my previous readings about information and digital literacies. Blogging is but one of the many options available today by way of technology. This article mentioned the ever-changing world of the blog, which further explains the need for improving one’s digital literacy. Technology is always expanding, so individuals must work diligently in order to maintain digital literacy. Effective use of the weblog community will ultimately improve the blogger’s digital and information literacies.

This document presented information that will likely be important to me as a speech-language pathologist. For instance, a fluency client could blog about his dysfluencies: when they occurred, why they occurred, how he felt about them and what compensatory strategies he used. This would allow me, as the clinician, to monitor his experiences outside of the therapy room. He could meet other stutterers through his blog and the two could share concerns, ideas and information. A third-party blogger could read his material and think, “I feel the same way – I thought I was the only one in the world who feels this way.” Many people can benefit from a single blogger’s efforts.

 

A1.4: “What It All Means”

Deidra Darst
8/25/07

Richardson, W. (2006). What it all means. In J. Barbakow, E. Meidenbauer, J. Ward (Eds.), Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press.

TAP: The topic of this chapter in Richardson’s text is the impact that new technologies and potential pedagogical alterations will have on education. He attempts to explain the statement made in the chapter’s title, “What It All Means.” Teachers and students who stand to be affected by implications caused by new technologies are the targeted audience of the text. The purpose of this chapter is to inform readers of their responsibilities to use their information literacy skills to contribute the the Read/Write Web. Richardson writes of the changes that must take place within classroom environments and instructional techniques in order to efficaciously use the tools provided by the Internet.

Claim: Richardson claims that Web Tools can aid students, as well as teachers, in the learning process. With their implementation in education programs, information is more readily available, more widely available, learning becomes a collaborative, active process and new literacies can be mastered.

Evidence: Richardson supports his claim by explaining the benefits of using Web Tools for classroom uses. Prior to the widespread use of the Internet, teaching consisted of textbooks, teacher lectures and administration of tests. The Internet and the numerous possibilities that it provides has allowed the classroom to evolve. Students can now be active in the learning process: publishing weblogs, using search engines to research new topics or even working collaboratively with a classmate on an interactive web-based project. With information literally accessible with the click of a mouse, students and teachers alike can easily find new information. The learning process becomes a collaborative process when new technologies are employed. Online discussion panels provide a means of interaction for those who are interested in learning about a specific topic. For example, Richardson explains that teachers can, through the Internet, communicate with experts within their field and ask them to participate in a class discussion. Who better to explain theoretical physics than Stephen Hawking? While it might be difficult to ask him to physically visit the classroom, the teacher could find one of his lectures online and present it to her class. Through the use of Web Tools, students can develop information literacy. By accessing the Internet, collecting reliable data and understanding how to use it, the student acts as the medium through which the information must pass.

Connections: This article mentioned some of the ideas that I wrote in my last weblog entry. By making my work available to members of the general public, I could possibly be teaching them something new. This is one major benefit of using Web Tools – the roles of teacher and student are interchangeable due to the collaborative means through which communication and learning occur. In one of my earlier postings I mentioned my apprehension towards not having hard-copies of my work. Richardson also writes of a “digital notebook” of sorts. Publishing material online negates the need to have paper copies of your work. In this section of the chapter, he mentioned the organization that is entailed in the use of weblogs – I found this comforting. In contemplating the necessary changes to educational programs, I realize that many of my college classes are attempting to make these changes. For example, most of my textbooks are accompanied by CD-Rom and/or Internet Access codes. These materials are intended to be supplementary learning tools, and this is “a step in the right direction.”

Richardson’s text makes a note of the change in learning styles when Web Tools are implemented, as did the previous texts I read. Anyone can publish anything due to the accessibility and freedom of the Internet. This calls for readers of online material to be wary; just because it is published online does not mean you should assume that it is factual. Information literacy is important here because an information literate person knows that information should be questioned and not taken as unquestionable truth. This chapter also highlighted the importance of social skills in the realm of information literacy. Web Tool users must possess the appropriate skills to effectively navigate through the digital world, which was also noted by Eshet’s article entitled, “Experiments in Digital Literacy.”

Richardson writes of the importance of collaboration in the era of the Read/Write Web. I will undoubtedly be called upon to work with others during my career as a speech-language pathologist. I will need to have the technical and social skills to do so. This article, like the five previous articles, states that changes must be made within learning environments to include new technology. This text goes on to state that it is my, your and everyone else’s responsibility to enact these changes in order to improve our current educational programs.

 

A1.4: “Expanding the Concept of Literacy”

Deidra Darst
8/25/07

Daley, E. (2003). Expanding the concept of literacy. Educause review. 33-40.

TAP: The topic of Elizabeth Daley’s article, “Expanding the Concept of Literacy,” is the need for a broader definition of the term “literacy.” The article discusses the importance of multimedia language in today’s world and why its vernacular should be considered when defining the term “literacy.” This article was written for anyone with an interest in multimedia, but particularly targets faculty members of higher education programs. The author presents her reasoning as to why the multimedia language should be incorporated into college and university curricula as a means of creating fully-literate individuals.

Claim: Daley states four issues supporting the expansion of the current definition of “literacy”: 1) the multimedia language of the screen has become the current vernacular, 2) the multimedia language of the screen is capable of constructing complex meanings independent of text, 3) the multimedia language of the screen enables modes of thought, ways of communicating and conducting research, and methods of publication and teaching that are essentially different from those of text, and 4) following from the previous three arguments, those who are truly literate in the twenty-first century will be those who learn to both read and write the multimedia language of the screen.

Evidence: Evidence is provided to support the author’s claim. The article mentions that television, film, audio recordings and radio are the primary means of receiving information in today’s world. While printed news is readily available, multimedia forms of news are, for most people, more easily accessed. Multimedia presentations have captured numerous events throughout its short history. The article states film’s importance in capturing the landing on the moon and still-photographs that have forever been engrained into our memories: a Vietnamese girl running from napalm, the Kent State Massacre and the Great Depression stills. Text alone could not have captured the emotions present in these forms of multimedia. Individual creativity makes new thoughts possible through the use of multimedia tools. A filmmaker uses multimedia tools to create never-before-possible images, scenes and thoughts. We can witness amazing, beneficial and educational works through his or her work with multimedia tools. The fourth argument for expanding the definition of literacy is greatly supported by the evidence provided. Many colleges, universities and high school programs are incorporating multimedia projects into their academic endeavors. The participants in these courses are enriched because the use of multimedia tools create an “emotional impact that is thought to exceed that of written text” (Daley, 2003). A connection is made between the learner and the material that deepens understanding.

Connections: This article made me reconsidered some of my beliefs. I, unfortunately, am one of the people mentioned in this article who has questioned the importance of multimedia knowledge within higher education curricula. When friends of mine enrolled in multimedia, film and television classes, I often thought, “Wow, they are taking easy, unimportant classes!” Why would a college student need to know about television and film? I often pondered this very question. The reading of this article gave me a new perspective on this issue. The multimedia language has become a dominate component of the twenty-first century vernacular. Multimedia has infiltrated nearly every aspect of day-to-day life, and should be considered a crucial aspect of modern literacy skills. This particular course, CD 315, is allowing me to develop my multimedia literacy skills. Many believe that the use of multimedia within the classroom detracts from the learning from texts; but, if knowledge is to be gained from the use of these technologies, then the need for this type of instruction is justifiable. The article made a noteworthy point when stating that multimedia projects allow students to create works in order to communicate with peers, rather than merely completing assignments to please professors. By posting my assignments on this weblog, I am sharing my thoughts and ideas with my peers and fellow Internet users. I am making my work accessible to millions of people and possibly creating in them an interest in the topic of information literacy.

This article covers many of the same issues of my previous readings on information literacy. All of the articles state the importance of using all means available in the process of obtaining information. Knowledge is to be gained in the area of multimedia language and should be considered in the educational process.

This article speaks to me as a future speech-language pathologist. I should consider the importance of multimedia language in my future clinical endeavors. I should ask myself several questions prior to beginning therapy with a client: Would he or she benefit from non-traditional forms of learning such as computer games or television programs? Does he or she possess the background knowledge needed to use multimedia language? If not, what can I do to aid them in this area? As the available technologies change and grow, so do the opportunities available to the practicing professional. Therapeutic processes should be dynamic rather than static; if new technology would benefit a client, then the therapy process should change to allow use of said technology.

 

A1.4: “Experiments in Digital Literacy”

Deidra Darst
8/24/07

Amichai-Hamburger, Y., & Eshet-Alkali, Y. (2004, August). Experiments in digital literacy. CyberPsychology & Behavior, 7(4), 421-429.

TAP: The topic of the article “Experiments in Digital Literacy” is the conceptual model, created by the author Eshet-Alkali, that names five components of digital literacy. The five components are: photo-visual skills, reproduction skills, branching skills, information skills and socio-emotional skills. The authors believe that these five components must be evaluated in order to determine an individual’s level of digital literacy. This article is written for anyone interested in technology and digital literacy, but especially targets users and designers of digital environments. The purpose of this text is to introduce readers to this conceptual model and to report the findings of the authors’ study.

Claim: The article claims that the results of this study will improve current understanding of digital users’ needs in different digital circumstances in regards to user age. These results will determine appropriateness in regards to age, which will aid digital designers in creating user-friendly programs and cyberspaces.

Evidence: The conclusion of the study offered evidence that supports the authors’ claim. Many ill-informed people believe that digital literacy decreases with age; however, this study neither proved nor disproved this theory. The younger groups of participants performed better in photo-visual skills, which requires the use of cognitive skills during the presentation of visual stimuli. The oldest group out-performed the younger groups in reproduction skills, which requires the user to create new meanings from existing information. Digital designers can use this information to avoid stereotyping particular age groups. The study’s results also displayed the importance of socio-emotional skills in determining digital literacy, a skill that is often overlooked when evaluating digital literacy. This socio-emotional component is considered to be the most complex aspect of digital literacy because it encompasses the other four areas. This shows the importance of looking at each component as a contributing factor to the final outcome – digital literacy.

Connections: I had a revelation during the reading of this article. I sent an email to my CD 315 class at the beginning of the week in which I stated that I am apprehensive about this course because I do not have physical manifestations of my work. This article brought to my attention that I have a problem with “branching literacy.” I feel unorganized when I have no books, papers and the like. The non-linear format of the Internet and its programs makes me uneasy. I sympathize with the “older group” of this particular study, as they too find branching literacy a difficult concept.

This article highlights one area that my previous readings on information literacy only briefly stated. Different digital situations must be handled accordingly. Planning a trip through the Internet should not be paralleled with online-chatting. These are two different digital situations, and just like two different physical situations, should be analyzed and evaluated differently.

This article focused on some issues that will be important in my future career as a speech-language pathologist. The age of a client will greatly influence the direction that my therapy sessions are likely to take. A child who is accustomed to using digital programs could benefit from the use of computer-related software. An elderly client who has no experience with digital programs would likely struggle with the use of a computer during therapy. The higher a client’s digital literacy, the more likely digital tools could be integrated into the therapeutic process. While somewhat unrelated to the topic of digital literacy, another thought occurred to me while I read this article. Client experience will have an impact on the therapeutic process. A client who often hears the phoneme /s/ has more experience with it than a hearing-impaired client who cannot discriminate high-frequency phonemes. This fact greatly alters how therapy is administered and where it begins. As with digital literacy, experience level should be considered when attempting to create user- or client-friendly programs.

 

A1.4: “Information Literacy”

Deidra Darst

8/23/07

 

Plotnick, E. (1999). Information literacy. ERIC Clearinghouse on Information and Technology.

TAP: The topic of Plotnick’s article entitled “Information Literacy,” is the evolution of the concept of information literacy. This article is written towards an audience whose interests include learning, literacy and the means to which these two things are obtained in today’s world.

Claim: Plotnick claims that information literacy, as a process, can be used to better the economy, the individual and educational curricula.

Evidence: This claim is supported by several changes within educational programs and the outcome of those changes. In 1983, information literacy was targeted in grades K-12 after the publication of “A Nation at Risk.” Throughout the decade of the 1980s, several published items focused on the changes that needed to be made in order to improve the education process. Computer skills and library media programs were implemented in primary education programs as a means of improving information literacy. Primary, secondary and higher education levels are all restructuring to include information literacy as a goal. This will ultimately create well-rounded students who know how to manipulate information. The SCANS report of 1991 stated that “workers of the future will be required to actively participate in the management of the company and contribute to its success.” By restructuring educational curricula to include information literacy, individuals are molded who are capable of active learning and participation within the workplace. Plotnick’s reasoning is this: in this ever-changing world, it is the responsibility of the people to remain up-to-date. All means of learning should be implemented.

Connections: The article discussed the implementation of information literacy into higher education programs. This is intricately interwoven into the fabric of my current circumstances. I am enrolled in an online course this semester. I am using the computer, Internet and specific computer software that allows me to successfully complete my course’s objectives. I can do this because I am information literate. This online course also allows me to work independently; I must be active in the learning process and therefore transform information into my knowledge base. The knowledge obtained from this course, either through the course material or technological knowledge gained, will aid in molding me into a more competent, and literate, citizen. Communication Disorders 315, the class for which I am maintaining this weblog, is calling upon my abilities as an information literate person. It is allowing me to improve my existing abilities and gain new knowledge along the way.

Plotnick’s article shares many of the same ideas as the previous articles featured here on my weblog. Past and present attempts to restructure education goals and curricula are mentioned. A connection is made between information literacy and successful workers. Information literacy creates workers who know when to look for information, where to find it, how to evaluate and use it. The Goals 2000: Educate America Act of 1994 is cited in this article, as well as in the previously mentioned texts. With this act, funding was provided for organizations to develop goals and standards that include information literacy.

Plotnick’s article seems to outline a plan and outcome for the use of information literacy. First, restructure curricula so that information literacy as a process is prevalent. This will create well-rounded, literate, active learners who will eventually become productive members of society. The economy can be improved by these competent workers. I will be included in this process when I enter the professional world. It will be my responsibility to be have experience with information literacy. I will be expected to use resource-based objectives in my therapy techniques. I will need to assist individuals who are not information literate and, in doing so, will aid them on their journeys to becoming information literate.