A1.4 What It All Means

Linsey Cushing
August 24, 2007

Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press.

TAP:
This article discusses the impacts that the rising influence of technology will have on education. The intended audience is college students taking a class which utilizes this textbook and teachers or professors who are interested in incorporating multimedia into their classrooms. The purpose of the reading is to inform the reader about the technological and instructor changes that must be made in classrooms so that students can be successful in the future.

Claim:
Computers and the Internet are completely transforming the world around us, especially the written world. Many changes must be made within the classroom setting in order for students to receive the technological education they need for the future.

Evidence:
The Internet enables access to multitudes of information. As if that were not enough, Google is planning to add more than 50 million books from research libraries around the world. New York Public Library CEO describes this feat as “one of the most transformative events in the history of information distribution since Gutenberg” (Richardson, 2006). Gutenberg’s printing press is now being transformed into a completely different type of press, one that consists of a collaboration of millions of minds working together to educate and become educated through the use of the Internet. In order for our youth to be adequate in the future, teachers must change the way they are educating. With the Internet, students are able to access information and learn at any time. Teachers and students alike can now contribute to the classroom curriculum. Students are no longer passive listeners but active participants in their education, teaching the instructors as much as they are learning from them. With the Web, students must learn to collaborate with one another rather than working solo on everything as they have in the past. Also, when something is posted on the Internet, the work on it is not simply finished as it would be with a written paper because the outside world is able to view the information, learn from it, question it, and add to it. Students must learn where to find information instead of simply knowing what an answer is. They must learn critical thinking skills to analyze information to make sure it is valid and reliable. Writing is also affected by technology: we are now able to write not only with text, but also with music, videos, and photography. Instead of testing to determine mastery, teachers must learn to create projects that produce a product showing mastery, such as a web page or blog. Finally, teachers must accept that their roles will change as technology becomes more of an influence in the classroom. Teachers will have to become connectors, content creators, collaborators, and change agents in order for their students to accept and embrace the many aspects that technology has to offer.

Connections:
I thought this chapter was very inspiring and promising for children of the future. If this idea truly becomes a reality, students will have so much freedom in their education and be more willing and excited to learn because they will have a say in their learning and feel like they are making a difference. Although I believe this will take many years to reach West Virginia classrooms, I hope that in the future this textbook will not be simply a hope but a reality. Personally, I feel that I always get more out of something that I am involved in, such as a research project or a therapy observation. Things take on so much more meaning when I am learning with all of my senses rather than just visually reading a book or aurally listening to a lecture and manually taking notes. In order for this plan to take affect, I think it will take a new generation of teachers who are in classes such as this one to break the system that is so firmly set in place. However, once the change has occurred, the boundaries for learning will be endless because of the broad scope of the Internet. This chapter took the information about information literacy and applied it directly to the classroom so that teachers can see what must be done in order to have an informationally literate curriculum. When the chapter spoke about writing with music and video, it reminded me of the honors seminar I took last semester titled “Music and Film.” In this class, we were required to examine all aspects of film, especially the way that films communicate through the music in them. As far as how this connects to clinical practice, our field now includes helping children with reading problems. Because so many books are now published on-line, I can utilize these sources during my therapy sessions and then consult the parents of the child to refer back to that same book at home in between sessions for practice.

A1.4 Experiments in Digital Literacy

Linsey Cushing
August 23, 2007

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

TAP:
This article discusses an experiment with the components of digital literacy in which participants’ abilities were compared by age. The article is geared towards people who are interested in the impact of technology on students and adults, such as professors, library media specialists, or K-12 teachers. The purpose of the article is to describe an experiment and its results while informing the reader about the importance of educating about digital literacy.

Claim:
An individual’s digital literacy skill level is affected by age and amount of experience with technology. Younger age groups will have better digital literacy skills than adults due to more exposure.

Evidence:
In the experiment, Eshet-Alkali and Amichai-Hamburger tested 60 subjects from similar backgrounds that were divided into three groups: high school students, college students, and adults with a college education. Each person performed tasks within the digital literacy skill categories of: photo-visual skills, reproduction skills, branching skills, information skills, and socio-emotional skills and were scored according to their performance. Results showed that, as expected, digital literacy is not equal among all age groups. Age does make a difference in digital literacy ability, but not quite as expected because the younger groups did not score highest on every section. The younger groups did better with photo-visual literacy tasks, branching literacy tasks, and socio-emotional literacy tasks while the adults scored higher on reproduction literacy tasks and information literacy tasks. Eshet-Alkali and Amichai-Humburger credit the younger groups’ high scores on these three sections with more experience with and exposure to the Internet. When looking at the students’ results, they suggest that schools begin programs with our nation’s youth that teach digital skills, especially those that the youngest group scored low on: information and reproduction skills.

Connections:
This experiment is very true when it comes to my personal experience with computers. Although I can type fast due to typing classes, navigate the Internet well due to computer classes, and communicate with my friends and family efficiently, I am not an expert with cognitive or technical aspects of technology. Before this week, I had never written a blog or known how to even begin creating one. A little bit of instruction can truly go a long way. Several days later, I am adding assignments to this blog on a daily basis without a thought regarding how I am doing it. Although I have the ability to perform the commonplace skills needed to survive in the technological era, I definitely am not a computer expert by any means. My schooling placed so much of an emphasis on learning to type quickly and research that they seemed to leave out the digital skills that I am realizing I need. I agree that schools need to begin teaching students more about cognitive literacy skills and less about technical digital skills because the technical skills, such as typing and navigating the Internet, are acquired without schooling due to today’s modes of communication. This report connects with the other articles I have read about information literacy because digital literacy is a specific type of information literacy. It involves computers and media while information literacy also includes books, encyclopedias, and help from other people. However, the theme of the paper is still the same; schools must teach children these skills for them to become successful in the future. Without these skills that are often overlooked, a future worker will not be able to compete with others who are digitally and informationally literate. This experiment impacts my future as a speech-language pathologist because it shows me certain skills that I probably will work with a client on, particularly information and reproduction skills. Children with language problems very possibly will need help with this type of skill and by learning these skills now, I will be able to provide to my clients later.

A1.4 Expanding the Concept of Literacy

Linsey Cushing
August 22, 2007

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

TAP:
This article discusses the need for society to embrace and understand the multimedia language of the screen. It is geared toward educators, especially those in higher education. The purpose is to inform the reader, or in this case, the listener, as it was taken from a paper delivered at a symposium for higher education, about multimedia language of the screen and to persuade the reader to begin the transformation from text to multimedia.

Claim:
Our society, which is based on the assumption that education is synonymous with learning to read and write properly, needs to embrace the upcoming movement of the multimedia. This movement incorporates the language of the screen with modern technology, provides all the expression and intelligence that text does, and has even greater advantages.

Evidence:
Many people associate being educated with being well-versed in knowledge obtained from texts. However, in order to be considered educated in the future, people will have to learn the multimedia language of the screen. This language, as with any other foreign language, has its own vocabulary and culture. Today’s population centers entertainment and communication around technologies such as computers, video and computer games, film, radio, and television. Instead of the printed text that is so highly acclaimed by many educators, these types of technologies are the modes by which we share experiences and the reasons we communicate. Although print has its advantages, multimedia allows us to fulfill these advantages while also “engaging our emotional and aesthetics sensibilities” (Daley 2003). One major advantage of the multimedia world is a student rarely works alone on something but rather collaborates with the minds of others in order to produce an even greater product. Instead of writing a paper, a student might produce a film with the help of behind-the-scenes crew, actors, writers, and directors. Multimedia is interactive so that the student is able to create and explore ideas rather than writing or reading them. When using multimedia, one must be able to adapt to sudden changes in ideas and direction rather than sticking to a set plan because multimedia is constantly adapting to popular culture and change. Finally, multimedia promotes students to think for themselves rather than writing something that a professor wants. Multimedia gives students a creative space that allows expression through multiple modalities and senses rather than a visual text on a piece of paper. The language of multimedia is just as critical to modern technology as grammar is to text and therefore is essential to learn. As a professor from USC stated, “It seems to me that at some point, multimedia expression is going to be like writing: it’s something you don’t leave college without…pretty soon [students are] going to have to be as sophisticated in expressing themselves using the media” (Daley 2003).

Connections:
As a part of the technological generation, I identify with multimedia as being our main topic of conversations and communications. The main way that students communicate is via instant messaging and Facebook . Rarely do we write snail mail because we have e-mail. I also can understand the trouble that the promoters of multimedia language have when asking professors of science and literature to convert their tests and reports to assignments such as Power Point presentations or a web site. However, I agree that it is necessary for schools to start teaching students the language of the screen because it will play a major role in jobs of the future. What Daley refers to as “multimedia language” or “multimedia language of the screen” goes hand-in-hand with the other articles that focused on information literacy. In fact, the two could be synonymous because they employ multiple technologies to express knowledge. A class that studies information literacy, such as this one, will be using vocabulary from the multimedia language. I, as a student and a future professional, need to learn the language of the screen because certain medias are already a part of therapy and I am sure more multimedia will be added in the future. If I do not understand the language of the instruments, how am I supposed to give the client as much help as possible? I hope to learn a lot about multimedia, its language, and the procedures that come along with it in this class to help me as a speech-language pathologist in the future.

A1.4 Information Literacy in an Information Society

Linsey Cushing
August 22, 2007

Information literacy in an information society. (1994). ERIC Clearinghouse on Information and Technology. (ERIC Document Reproduction Service No. ED372756)

TAP:
This article discusses the definition of an information literate person and the history and evolution of information literacy in our society. The article is geared toward anyone interested in information literacy, but especially the education world including teachers and library media programs. The purpose of the article is to inform the reader about information literacy by giving a history of the evolution of information literacy within the education world.

Claim:
As our society is changing from an industrial society to an information technology society, educators must change the way that they are teaching students to learn. Changes must be made throughout the curriculum in order for students to become successful in the working world upon graduation.

Evidence:
The evolution of information literacy-based learning began in school library media programs in the mid-1980′s. Libraries realized that it was necessary to stay up-to-date on research regarding the ways that students of all ages learn. Educators noticed the need to combine information literacy with the curriculum in order to produce more effective learning strategies that could apply to all areas of the curriculum. The government was also beginning to focus on the need for change due to the changing society. The Secretary’s Commission on Achieving Necessary Skills (SCANS) pointed out that students should have a foundation of basic skills, thinking skills, and personal qualities for entry level employment. These three categories encompass the concept of information literacy. The Goals 2000 report, another government publication, focused on the need “to promote higher levels of individual student achievement, and collectively, to build a globally competitive American workforce” (Information literacy in an information society, 1994). Different councils for certain subjects also stepped up to the plate to embrace information literacy. The National Council of Teachers of Mathematics (NCTM) emphasized that mathematics is no longer simply learning the procedures but also investigating, reasoning, and developing students’ self-confidence. Information literacy in mathematics includes problem solving, applying knowledge to real-life situations, and using technologies such as the computer and calculator. The National Council for Social Studies (NCSS) is incorporating information literacy into the program by emphasizing the importance of skills required for good decision-making. The National Committee on Science Education Standards and Assessment (NCSESA) is including information literacy in the curriculum by utilizing hands-on activities to promote learning.

Connect:
Throughout my school career, I was able to personally experience the shift in education techniques that are described in this article. Mathematics was never just about doing problems in a book and taking tests. Rather, the teacher would have activities to go along with each math lesson so that we, as students, would gain a better grasp on the information. We learned very early how to use a computer to do math programs and how to use a calculator. The clash of educational styles has been evident throughout my career as I have run into teachers that do not allow the use of calculators because during their educational period, they did everything using paper and pencil. However, the new method of education utilizing information literacy allows the use of multiple technologies, including pencil and paper and calculators. As I reached junior high and high school, the emphasis of hands-on laboratories for science class was a necessity. I fully support this idea because I believe I learned a lot more by performing chemistry experiments and dissecting pigs or frogs than I would have by reading a textbook. This article goes hand-in-hand with Information Literacy for Lifelong Learning by Vicki Hancock because it provides the background information needed in order for Hancock to persuade the reader to join this revolution of ideas. In my future profession as a speech-language pathologist, I will have to embrace the idea of information technology when dealing with clients, especially the youth population. I will utilize many sources when researching a particular disorder and during a therapy session. I will need to remind myself of the importance of exposing the clients to many sources during the clients’ therapy. I may incorporate a computer during a therapy session with a young child because the child is comfortable around computers due to constant exposure at the home and school settings. Unless I want to be left behind, I must embrace this new movement and utilize it in every aspect of teaching and learning.

A1.4 Information Literacy

Linsey Cushing
August 22, 2007

Plotnick, E. (1999). Information literacy. ERIC Clearinghouse on Information and Technology. (ERIC Document Reproduction Service No. ED427777)

TAP:
This article discusses the evolution of information literacy and its impact on different aspects of society, such as research, economy, national and state standards, education (both K-12 and higher education), and technology. The article is geared toward anyone interested in information literacy as it includes so many aspects that are affected. The purpose is to inform the reader of the ever-expanding role that information literacy has in education and society as a whole and its importance on future generations.

Claim:
Information literacy plays a vital role in the education of our youth as they become immersed in today’s technology and take on learning as a lifelong process rather than the memorization of reading, writing, and mathematical skills. Information literacy is impacting all aspects of our society as it merges with education to create well-rounded individuals who are knowledge and capable of seeking knowledge at the same time.

Evidence:
According to the Final Report of the American Library Association (ALA) Presidential Committee on Information Literacy, an information literate person “must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information” (Plotnick, 1999). Although there is an abundance of research on information literacy, three themes reappear constantly: information literacy is a process, information literacy must be combined with curriculum to be successful both within and outside of the school, and information literacy skills are imperative to a student’s success in the working world. The economy, which spurred the creation of information literacy as it moved from industry to technology, will feel the impact of information technology as everything becomes globalized and workers have a direct impact on the success of a company. Today’s workers must be able to work with technology, generate ideas, and solve problems. National and state standards are affected by information technology as education acts such as Goals 2000 emphasize the importance of lifelong learning, critical thinking, and problem solving. Teachers involved with K-12 education are embracing information technology as they shy away from testing and instead instruct students to create portfolios and do research. Parents are even involved in this movement because they are encouraging their children to log on toKidsConnect , an Internet help site, and helping with homework themselves. Higher education facilities are including information literacy into graduation requirements through classes educating students about information literacy and the option of taking classes online. The technological world facilitates the information literacy movement by providing people with a variety of sources and tools to give and receive information.

Connections:
As a part of the information literacy-using generation, I am experiencing the tremendous impact that technology has on our society and economy. Information literacy is a necessity in today’s world because everything is run on computer-based ideas. Although I have never heard of or used the word “information literacy” before, I have incorporated many aspects of this term into my studying, schooling, and life in order to be successful. I now realize that this is a never-ending process. As a college student, I am taking part in the required information literacy class by taking this class and learning how to use the Internet to convey my ideas. The information in this article is based on many of the same articles cited in the reference section of the previous readings on information literacy. Although they are all derived from the same sources, this article is unique because it informs about the aspects of society that are impacted by information society rather than trying to persuade or giving a history about the subject. Plotnick makes information literacy easy to identify with as we are all part of the technological world at some point during the day, more often than not. As a future speech-language pathologist, I must incorporate information literacy into my diagnostic and therapeutic skills so that I can stay at the top. Clients will be expecting technology to be a part of the therapy sessions and will not be intrigued by constant pencil-and-paper exercises. I will also enforce the fact that learning is never-ending, as is the therapy that the clients will receive. They must practice outside of the clinic with parents, spouses, or friends in order to be successful.

A1.4 Information Literacy for Lifelong Learning

Linsey Cushing
August 21, 2007

Hancock, V.E. (1993). Information literacy for lifelong learning. ERIC Clearinghouse on Information Resources. (ERIC Document Reproduction Service No. ED358870)

TAP:
This article discusses the definition of information literacy and the advantages of adopting this practice as applied to students, citizens, and workers. The author’s purpose is to inform the reader about information literacy and to persuade the reader to take part in this shift of information giving and receiving.

Claim:
Information literacy is an innovative method of teaching and learning, both in a classroom setting and in everyday life. Information literacy is beneficial to society as a whole due to its involvement with multiple modern technologies. People who become information-literate take control over their learning while becoming more independent, critical thinkers. They become passionate about learning because it has a personal purpose.

Evidence:
Once a person becomes information-literate and incorporates the use of multiple resources into his or her learning, the individual’s comprehension and critical thinking skills improve. As a student, the information-literate individual becomes more of an active learner and less of an inactive sponge. The teacher must adapt by becoming a mediator as the students discuss their views and knowledge with one another, teaching and learning all at the same time. Students tend to be more passionate about the information because they actively participate in discovering the knowledge instead of listening to a lecture or reading a textbook. Students must learn to think on their own while also appreciating the opinions of others. Citizens benefit from being information-literate because they can recognize quality information from false claims and therefore are constantly analyzing their surroundings and improving their critical thinking. “They are equipped to be lifelong learners because they know how to learn” (Hancock, 1993). Finally, workers benefit from information literacy because it enables people to multi-task using critical thinking skills when given information. A worker who is information-literate is able to take on a task without being overwhelmed because he or she views “learning as a process, not as an end product” (Hancock, 1993).

Connections:
In my most recent classes, I’ve noticed a transition in teaching methods from a lecture and test style to a classroom based upon group work and projects. Teachers are now making projects and group work worth as much as tests in the final grade for the classes. This all plays a part in making us, as students, more independent thinkers. For group work and projects, we are required to utilize multiple technologies, especially the Internet (reliable sources, of course), in order to obtain the needed information. As I was reading this article, I realized I am very much a part of the generation that will begin the information-literate trend. I always remember teachers in junior high and high school telling us to “think out of the box,” and now I know why. We, as students, are no longer expected to sit listening to lectures day after day but instead are learning the information ourselves, which in turn remains with us longer and makes it more rewarding. Another advantage of information literacy is that people realize that learning is never-ending. I must take all of the information that I learn in every Communication Disorders class and apply it to my career as a whole rather than memorizing information for a final and then forgetting it. I was reminded of this today in CD 424 when Mrs. Dixon asked us what we had learned about diagnostics and evaluation in each of our CD classes. At first, I could not put into words how Speech Science directly related to an evaluation. However, once I thought it through, I realized that without basic information about how the ear functions and how sound waves work, I could not diagnose a patient as having normal or abnormal hearing. Everything that I’m learning will be added to in my graduate classes and as my years as a clinician add up. This information relates a lot to the information I’ve learned in education classes recently. In my Children with Exceptionalities class and textbook, this type of thinking was especially emphasized because this class included both gifted and special needs children. Gifted children need to become information-literate because it provides a challenge for them and they can personally expand their knowledge rather than being bored in a classroom. Special needs children also need to be information-literate because these skills are very useful in the working world. As I strive to become more information-literate, I will positively impact my future career as a speech-language pathologist. The skills acquired by being information-literate will help me to problem-solve when I am unsure of a diagnosis, research many resources when I know little about a particular disorder, and develop creative treatment methods tailored to individual clients.