2. KEY WORDS
Information:
•Technically, it is a sequence of symbols that is interpreted
as a message that affects a system.
•Informare: to give form to an idea or the essence of
something
•Plato/ Aristotle: of the mind
Literacy:
Understanding all forms of communication. What are these?
4. ACTUAL NZ LITERACY
RATES (MOE, 2007)
• 50% adults (16-65) have literacy and numeracy needs
• Unemployed people have lowest levels of literacy
• Maori and Pacifica people at lowest levels of numeracy
• 1 million NZers do not have skills for today’s work world (Steven
Joyce , 2011)
5. WHAT IS INFORMATION
LITERACY?
One definition:
People who are information literate understand and have a set of
abilities enabling them to recognise when information is needed and
have the capacity to locate, evaluate, and use effectively the needed
information (Markless, 2010)
6. AUSTRALIAN AND NEW
ZEALAND INFORMATION
LITERACY FRAMEWORK
• Recognize a need for information
• Determine the extent of the information needed
• Access information efficiently
• Critically evaluate information and its sources
• Classify, store, manipulate and redraft information collected or
generated
• Incorporate selected information into their knowledge base
• Use information effectively to learn, create new knowledge,
solve problems and make decisions
7. IN A BROADER CONTEXT
• Students/people who use information to address and help resolve
personal, job related or broader social issues and problems
In the work setting: reports, journal articles, information to improve
practice, decision making, submissions, ethical decision making,
professional behaviour etc
8. INFORMATION WE USE
• Text written, blogs , wiki
• Visual images, youtube, photos, cartoons
• Audio podcasts, taped conversations, sounds, oral
communications
• Data graphs, forms, statistics
• Other social, environment, non-verbal, wisdom, intuition
etc
• But not all forms of information is equal
9. NOW YOU KNOW THE SIX SKILLS,
WHAT COULD BE MEANT BY THE
STATEMENT THAT NOT ALL
INFORMATION IS EQUAL?
10. HOW DO WE INTERACT WITH
INFORMATION
• We are born hungry for information
• We are born with a desire to learn about how world and interact
with it
• But as we get older, we learn that there are facts, fictions, and
falsehoods; there is even information that appears to be true but is
false to the core
• So how should we start to build our skills and bring these skills into
our practice?
11. Information and
Critical Literacies
1.Connecting with Information
(orientation; exploring;
focussing; locating)
3. Making use of
information
(transforming;
communicating; applying)
2. Interacting with Information
(Thinking critically; evaluating;
transforming; constructing)
15. WHY DO WE NEED
INFORMATION?
Information literacy is a prerequisite for :
•Participative citizenship
•Social inclusion
•Creation of new knowledge
•Personal empowerment
•Professional (and organization) empowerment
•Learning for life (ANZILF, 2011)
What else?
16. IN STUDY, NEED INFORMATION
LITERACY TO:
• Negotiate and clarify questions to study, including goal and
content
• Build background knowledge, during the critical role of
exploration
• Formulate and refine high quality questions, what do we need to
know ? Done via peer discussion, browsing, feedback. This can
take time
• Evaluating and use information to tackle the problem/question
17. SIR FRANCIS BACON (1561-
1626)
• Knowledge is power (Ipsa Scientia Potestas Est,
1597)
• What does this mean for you as a professional
and your clients ?
18. WHAT INFORMATION DO
WE NEED?
• General information vs specific
• Lay man vs scientific
• Conventional vs postmodern
• Indigenous vs Western
• Commonsense vs academic knowledge
19. WHAT IS ACADEMIC
KNOWLEDGE?Common sense Academic knowledge
Knowledge that ordinary people use
to make sense of their daily lives
Knowledge that scholars, experts or
scientists create to understand the
world, explain how things work and
how they could be improved
“It is obvious that prime television is
teaching our children to be violent. They
are all turning into Bart Simpsons! We
need to change the programming!”
Several researchers have argued prime
television may be teaching children in
New Zealand to be violent in their
games. In his study of 500 children
between the ages of nine to ten, Jones
(2009) found what he called “ an
overwhelming tendency to imitate the
negative behavior viewed on prime
television” (p.32)
The audience does not generally expect
proof
Proof/evidence is required when a claim
is made
Belongs to everyone
(Van Der Hamm, V. Massey University, 2011)
Belongs to the person/people who did
the research
20. HOW DOES ACADEMIC
KNOWLEDGE INFORM YOUR
PRACTICE?
Common sense Academic knowledge
Knowledge that ordinary people use to
make sense of their daily lives
Knowledge that scholars, experts or
scientists create to understand the
world, explain how things work and
how they could be improved
It is obvious that teenagers who use alcohol
are at a higher risk of having car accidents
Several researchers have found that young
males are the most likely to drink and drive.
In his study of 300 road accidents over the
last two years, Smith (2011) found that 62%
of road accidents that involved alcohol were
males between the ages of 20-24. The
number of females in the same age group had
increased from 31% to 48% in that time.
The NZ Herald reported three accidents just
last week
Proof/evidence is in the research. It forms a
basis for you to act
Everyone knows it Belongs to the person/people who did the
research and knowledge for peers
21. PITFALLS OF
INFORMATION OVERLOADWe are drowning in information but starved for knowledge (Naisbitt,
1982)
Research:
•Undergraduates are less prepared to do research despite familiarity
with information-gathering tools
•They are happy with whatever “information” a quick search produces
•One attraction to Google and Wikipedia is that they save time (Breivik,
2005)
22. HOW DO WE GET
INFORMATION WE NEED?
• We utilize these skills every day: Bank statements, filling in forms,
phoning people for quotes, having conversations
• In academia and in professional roles we need to be intentional about
the information we gather.
23. IN WHICH SITUATIONS WILL YOU
ACTIVELY ENHANCE YOUR INFORMATION
LITERACY?
In context (relevance): critical evaluation of sources
to construct a position for your essays. Content
matters.
When needed (timeliness): when doing an
authentic task, choose topics related to your
interests.
Across your different subjects: with different types
of resources and information; context affects
practice. Find the links.
Hinweis der Redaktion
Reading to understand , writing, speaking to communicate (purpose), listening (includes listening critically and thinking) , body language, viewing,
Maths: make sense of number to solve problems, reason statiscally, , measure and interpret shape and space
