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.

A1.4 “Information Literacy in an Information Society”

Deidra Darst
8/22/07

Information literacy in an information society. (1994). ERIC Clearinghouse on Information and Technology. Retrieved August 21, 2007 from Education Resources Information Center.

TAP: The topic of this article is the importance of information literacy in the twenty-first century. Educators and those who are interested in the learning process are the intended audience for this article. Its purpose is to explain the need for information literacy in our school systems today.

Claim: As the world’s technologies and abilities change, so should the educational curriculum that is meant to create successful citizens of the world. Educational curricula should expand to include the use of all types of media. The inclusion of all forms of information sources challenges learners, encourages them to be critical thinkers and ultimately creates well-rounded citizens.

Evidence: Information literacy, as a process, calls upon the learner to think differently and use information in a new fashion. The author supports his or her claim by focusing on educational reform within individual subject areas. The National Council of Teachers of Mathematics (NCTM) altered mathematical curriculum standards. The NCTM claims that the process of learning math should not be mere calculations and rote memorization of formulas. Instead, it should also encompass critical thinking skills, forming connections and self-development. When used in the context of mathematics, information literacy aids learners in developing stronger skills as well as boisters confidence in their own abilities. Areas such as social studies and science are being altered to encompass information literacy practices. Learners who utilize a variety of modalities when retrieving and using new information are more likely to store that information in their knowledge base. According to the author, the transformation from information to knowledge has taken place when the learner can use the material meaningfully.

Connections: The author stated the importance that educational curricula evolve with the changes of society. This article has explained the revolutionary instructional techniques that I have been exposed to throughout my educational career. I have been using computers as educational aids since Kindergarten. I have been molded into the student I am because of the use of advanced technologies. If my primary education had not consisted of computers, computer software and various other tools, I would not possess the informational literacy that I have today as a senior in college. My university experience has included information literacy. Faculty members at Marshall University have encouraged me to use numerous sources of information: books, journals, the Internet, peers, professors and community members. This means of learning has proven very beneficial; I am now more skilled in seeking out information and also have a better understanding of how to use it.

This article parallels the article, “Information Literacy for Lifelong Learning.” Both articles state the benefits of information literacy. Because the learner is active in the learning process, whether through researching the topic, thinking critically about it or conversing with a classmate about the material, he or she serves as the medium through which the information is passed. Information is converted to knowledge by means of information literacy.

Connections can be made between this text and the world of clinical practice. The world is constantly changing, especially in the area of technological advances. With these changes comes responsibility to the professional world. Speech-Language Pathologists serve the community, so it is their duty to provide the best services possible. This means advancements should be made in the diagnostic and therapeutic realms whenever possible. Many changes have been made to the field of Speech-Language Pathology throughout the years, and all of these changes are due, in large part, to changes and advancements at any point in time. It is the duty of all service providers to provide the best aid available. In an effort to make all individuals productive citizens, all available means of learning should be explored.

 

A1.4 “Information Literacy for Lifelong Learning”

Deidra Darst
08/21/07

Hancock, Vicki E. (1993). Information literacy for lifelong learning. ERIC Publications; ERIC Digests in Full Text. (Eric Document Reproduction Service No. ED359970)

TAP: The topic of this article is information literacy, how people find, evaluate and use information, and its impact on learning’s process and outcome. The intended audience of the article is anyone who teaches or learns, especially those in the education field. The purpose of this article is to inform the reader about a particular means of learning – a “resource-based” (Hancock, 1993) approach; instruction and learning should not be restricted to printed materials and teacher instruction.

Claim: The author claims that the learning process could be enhanced through the use of current technologies. She believes that the use of computers, videos and television for educational purposes enables individuals to become active learners and thus become more connected to the material.

Evidence: Hancock provides several pieces of evidence to support her claim. First, students must become responsible for their learning when using this “resource-based” means. They are actively learning the material which allows more retention of information. The average citizen benefits from this approach as well. “Information literate citizens” (Hancock) possess the means to succeed in today’s society. These citizens know how to use the information accessed through today’s technologies. Because they have actively participated in the learning process, they have truly gained knowledge rather than passively absorbing the information through a textbook. The author makes a crucial observation about workers who are information literate – these workers see learning as a process rather than a means to an end. This enables them to fully understand and respect learning for what it is, a process that should be done with initiative and contemplation.

Connections: This article is very relevant in regards to my life. Throughout my four years of college, I have learned to become active in the learning process. Researching things on my own has helped me understand difficult concepts that I could not understand during a lecture. I have come to understand that studying material is the essence of learning. I may not receive an “A” on every task I complete, but, by actively studying the information, I know that I have truly learned it and will retain it for many years to come. Becoming deeply involved in the material helps me make connections between the new information and my previous knowledge.

This article can be connected to a later article written in 1995. The 1995 article entitled, “Information Literacy in an Information Society,” also describes the importance of accessing multiple forms of media during the learning process. This article, just like the 1995 article, states the importance of information literacy in today’s world.

This article will carry relevance in my future as a professional. As a speech-language pathologist, I will encounter people from numerous backgrounds, some who will have information literacy and some who will not. A lack of information literacy, on the part of the clinician or the client, can alter the therapy process. Ultimately, the more experience one has with information literacy, the more potential for success exists in the therapy process.