Information Fluency++

http://community.uaf.edu/~cde/wiki/ITS07/

A Framework

What I am attempting to develop here is a framework that takes into account technological and social change, integrates emerging pedagogical theory and technologies, and hopefully makes clear (among other things) the emphatic need to move beyond simple digital literacy.

(after that 15 minutes I’ll take care of the world peace problem)

I contend that we are in the midst of a significant and unique intersection of cultural and technological change that educators ignore at their own peril.

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An EmergAside

In the spirit of all good presentations, I diverge from the stated goal right away for some emerging tech notes:

• Mixing, Mashing, and Multi-Deploying (oh my)
• The Cool Kids are All a Twitter
• The Pleasure Principle
• The New Animism or Smart Objects, Ambient Networks and Us
• Jeff Bezos and the Bathroom, Lunching with “Tim”
• Of Scotsman, Irishman, Rockefeller, and parties in Bank Vaults
• Rub the Felt (starts at about minute 1:45, NSFW) link

The Nexus

1. Accelerated technological change
2. Radical changes in students’ lives: technological mediation
3. Changes in the nature of the web from access to participation
4. Advances in learning theory that take into account “The Network”

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Accelerated Technological Change

“They” keep predicting the end, but the acceleration continues exponentially:

• Moore’s Law (see 45nm technology and what is a nanometer?)
• Fiber and Storage Laws
• The Information Ecology Doubles and Doubles Again (and it’s measured in hundreds exabytes)

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Our Changing Students

• Digital Natives, Digital Immigrants, NetGen. It’s all good.
• We’re in it Together… kind of.
• Participatory Culture — it’s not television.

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To Web 2.0 … and Beyoooooond

• “Traditional” Social Software (blogs, wikis)
• “Web 2.0″ (del.icio.us, flickr, YouTube, MySpace)
• Immersive Environments (Second Life) and Metaverse

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Emerging Pedagogy

• Connected Knowledge and Connectivism
• controversy

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Learning Community

• Learning is a Social Activity (vs training)
• Learning Communities
• Beyond the Confines of the Classroom, CoP and Third Places

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What Does All This Mean?

• Ignoring all else, a critical need to move beyond digital literacy
• Information fluency
  • traditional digital literacy skills (use of systems and applications and the ability to locate and gather desired information)
  • critical thinking skills (to evaluate and synthesize information)
  • discipline-specific skills (to understand the types and structures of information in a discipline)
  • presentation skills (to accurately and convincingly present information)
• That Which is Needed to be a Participant in the Culture (post-millennial civics)

What Next?

• Information Fluency Models
  • Core curriculum integration
  • Course integration
    • Program enhancement
    • Course modules, Capstones, Team Teaching
• Changing Role of the ITS Group
  • Umbrella for supporting IF across disciplines, schools and MAUs
  • Changed representation: library, journalism, willing discipline specific victi— stakeholders
  • Continuation of ITS program needs