Information obesity - critical theory and information literacy. Whitworth
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Information obesity - critical theory and information literacy. Whitworth
- 1. Information obesity LILAC, March 2009 Information obesity: critical theory and information literacy Andrew Whitworth University of Manchester March 2009
- 2. Information obesity LILAC, March 2009 Too much information? The current prevalence of information in our environment has given rise to concern… expressed in terms of metaphors like: Overload… Smog…
- 3. Information obesity LILAC, March 2009 A more positive view …but what of abundance? In principle this resource could be available to all, each taking as much as they need – but no more How might we move to such a position?
- 4. Information obesity LILAC, March 2009 Information obesity: definition Clearly there is a need to filter information in order to learn. Information obesity can be considered a failure of filtering strategies. It has various underlying and inter-related causes. Increases in quantity Lack of technolo- gical awareness Increased dynamism, pace of change Economic pressures on us to consume Lack of management of informational resources
- 5. Information obesity LILAC, March 2009 Information obesity: some consequences? • Information is not being embedded by communities and individuals into their own environments • This is a failure to learn • And results in a reduction in sustainability - the ability to use a given environment to continue to learn in the future
- 6. Information obesity LILAC, March 2009 Suggested remedies… The commonest educational response to the abundance of information is “ICT skills” (aka computer literacy, etc.) Typically this is skills- and routine- based, therefore highly functional; one is “trained” in the skills More recently we see “Information literacy” being promoted This is more needs-based and therefore, subjective
- 7. Information obesity LILAC, March 2009 But… Are we really free to identify our information needs and make evaluations between all possibilities? Organisations affect the way we think Routines, designs – ways of thinking - are reified into technologies and the procedures (rules) within which we work Ultimately there is a contradiction between our needs, and those of the organisations of which we are a part
- 8. Information obesity LILAC, March 2009 A critical approach Critical approaches to social activity are oriented towards transformation and reaffirm the value of community as a place in which intersubjective ideas of value can be developed and applied. EXAMPLE: Levine’s study of physical obesity rates in Maryland 1) run by students themselves, gathering information in their local community 2) showed interrelation between structural, personal, and community activity
- 9. Information obesity LILAC, March 2009 Further information • http://www.informationobesity.com • A. Whitworth (2009), Information Obesity, Chandos: Oxford, UK • andrew.whitworth@manchester.ac.uk • http://www.MAdigitaltechnologies.com
- 10. Information obesity LILAC, March 2009 Thank you
Hinweis der Redaktion
- METAPHORS: these do matter, they provide ways of seeing… Changing a metaphor does change how we view what is being discussed
- LACK OF AWARENESS: Both, lack of awareness of what technology can do to help us manage information – lack of skills if you like - but also the way technology provokes increases in quantity, locks us into certain ways of acting and thinking… that is, lack of a critical awareness of technology. DYNAMISM: Era of “fast information” – we are not given the time to reflect on found information… scientific or humanities research a slow process, but competitive business (and educational) environments want results and returns on investment quickly – “global village” locks us all into hyper-competition, time costs money, therefore is to be cut… the human element being removed from decision making (e.g. investment success based on closeness to algorithms?) ECONOMIC PRESSURES: Information industries… also our job descriptions (important – see later) – again we consume (buy) first, then absorb? CREATIVITY: Genuine creativity and innovation is the ability to adapt to a new or changing environment… It is therefore a learning process. However, many organisational roles do not require creativity and innovation, whether blue- or white-collar. Many commentators on education have therefore seen no contradiction in the fact that “production line” education systems are simply not oriented to turning out lots of creative, flexible, adaptable individuals. Note also that no economy in the world is doing this as much as it would like to – what they do is worry that everyone does it better (see the Singapore example). LACK OF MANAGEMENT: both at organisational level (in terms of it being a managerial issue, open to autocratic, or possibly, democratic and communitarian solutions) – and at societal (and global) level – vast data loss. Management does not have to mean political control – if it did it contradicts many of the other causes – but it can mean commons management (see Ostrom)…
- cf. “sustainable development” (well-known) and the “Principle of Preservation” (not so well known, but should be IMO). Note “community” being used pretty broadly… Could be a local community, but also community of practice, interest, virtual… Communities are things shared, and developed intersubjectively, having meaning in the connections between individuals. More on this shortly.
- FIRST POINT: when knowledge has to be retained in the mind it stays put – if there is simply an endless throughput, it is “dropped like hot coals as soon as the exam is over”… ACRL (2000) definition – the information literate person is someone who… determines the nature and extent of the information needed; accesses needed information effectively and efficiently; evaluates information and its sources critically and incorporates selected information into their knowledge base and a value system; uses information effectively to accomplish a specific purpose; understands many of the economic, legal and social issues surrounding the use of information and uses information ethically and legally. This last point may prevent IL approving of the “mad scientist” seeking information on how to brew a biological weapon, but this still has not really dealt with the issue of criticality. This is higlighted by the last point which is discussed on the next slide.
- “REIFIED” versions of the problem – blame either global capital, fast food etc. – or the personal, subjective level, lack of self-discipline, lack of exercise etc. BUT community level – lack of facilities – local environmental impact – lack of opportunity in certain areas…
- Perhaps much of what I have said is self-evident to many educators but that does not mean they find it easy to implement the sort of teaching they think is needed! I may be preaching to the converted sometimes – but hope also that the book & website show the very deep structural biases which block our attempts to change even just the lives of ourselves and our students… and why we should detach ourselves from ideas that the institutions of the system (government, global capital) can help us – instead we should look to communities, social capital (which can include local regenerative business, property). Also schools and education, as places where learning can be applied…