DEFINITION OF INFORMATION

Discuss the definitions of information below:

• Information is data that have been collected, processed and interpreted so that they can be presented in a useable form
• Information is that ‘which changes us’ (Stafford Beer, 1979)
• Information is ‘what reaches man’s consciousness and contributes to his knowledge’ (Blokdjik and Blokdijk, 1987)
• ‘Information is data that have been processed into a form that is meaningful to the recipient and is of real or perceived value in current or prospective actions or decisions’ (Davis and Olsen, 1984)

What do these definitions have in common? Do you think they are relevant in the 21st century? Research other definitions of information. Can you find definitions that offer a broader description of the term?

DEFINITION OF INFORMATION LITERACY

Define the term ‘information literacy’:

• ‘Information literacy is a basic human right in the digital world’ (The Alexandria Proclamation, 2005)
• Information literacy is a set of individual competencies needed to identify, evaluate and use information in the most ethical, efficient and effective way across all domains, occupations and professions
• Information literacy enables people to make good use of information and communication technology

Define critical thinking. Discuss the role of analysis, synthesis and evaluation of information in critical thinking. Present a meaningful and valuable case in the context of students’ daily
lives.

The stages/elements of information literacy include:

• Identifying/recognizing information needs
• Determining sources of information
• Locating or searching for information
• Analyzing and evaluating the quality of information
• Organizing, storing or archiving information
• Using information in an ethical, efficient and effective way
• Creating and communicating new knowledge

Discuss, in general, the stages/elements of information literacy (see Woody Horton Jr., 2007 Understanding Information Literacy – a Primer. Paris, Unesco, pages 9 – 13 and Annex B).

Have teachers prepare a checklist of key skills needed at each stage/element of the information literacy process. How does this apply in different problem-solving contexts? How would you identify and accurately define information needed to solve a problem or make a decision (e.g. ‘financial advice information to deal with a financial problem’)?Sources of information can be categorized in three broad groupings: primary, secondary and tertiary sources. Describe these sources of information to teachers and guide them to give examples of such sources.

INFORMATION AND KNOWLEDGE SOCIETY

There is a significant change in the way the world works today. Driven by rapid technological growth, information and knowledge have become the engine of economic, social, political
and cultural life. Emerging from this phenomenon is what is been called information or knowledge societies.

• Carry out a search in your library or on the Internet on the term ‘information society’. Describe the key assumptions underlying the information society. Discuss the relevance of these assumptions to living and learning in the age we live in today. Carry out a similar task for the term ‘knowledge society’. What are the perceived similarities between the two terms, if you observe any?
• Ask teachers to write what they think information literacy, including library skills, involves, based on their own knowledge. They should also list five reasons why having these skills is relevant for survival in the information society
• Ask teachers to draw a diagram with necessary annotation describing the relationship between information, information society, ICTs, information overload and media and information literacy (MIL)
• Discuss with teachers how the level of information literacy changes/increases during our lifetimes, particularly from undergraduate to graduate and professional levels (in a context of lifelong learning). Discuss the information and knowledge production cycle. Analyze the role, functions and responsibilities of information providers in society. Discuss how information literacy skills are developed using ICTs
• Describe what makes a student information literate
• Compare and contrast how different kinds of information are generated, their common characteristics, and their uses and value to health and well-being, in civil society, in the education sector, and for work and economic activity
• Research and debate one of the following:
  • Information is an input to action or decision-making and not simply for transfer (for reference, see Towards Literacy Indicators, UNESCO, 2008, page 14)
  • The provision of and access to information is a source of power and control in society
  • Does information literacy require separate skills to ICT? For example, can people be information literate in the absence of ICT?
• Discussion cultural attitudes to information. How is information viewed and valued in your society? How do views on printed information (e.g. from the major newspapers) compare with information generated in the electronic media? What is the relationship between information and power and print media and digital media? What is the identity of the person(s) behind the information generated? Is knowledge of this information important and why? Propose the following activities to teachers
• Assess the value of information from print media (e.g. newspapers, magazines, etc.) and the costs associated with its storage, retrieval and use. The investigation should also address the following issues: the value of the information based on the benefits it generates, the realistic value of the information based on its availability or nonavailability, and the consequences for users if information is not available
• How are information literacy skills relevant for combating diseases, enhancing employment opportunities or improving a teacher’s classroom pedagogical practices?
• Using either the Internet or school library or both, identify a problem or issue to investigate in one of the following areas: civic education, science, social studies, history, or geography. Present the results of your research using a PowerPoint presentation. After the presentation, reflect on the following: How did you select what you wanted to present from the wide variety of information available on the topic? What did you want more information on that you could not access, and how did this affect your presentation? Finally, did you transform the information you gathered to apply to your particular context? How and why?