Discussion forum 2.1

• Things that I have learnt in the first section of module 2

After reading the first part of module 2, I was surprised to discover that the notion of term “information” is a rather complex one. I now understand information to be an umbrella term that encompasses two sub-categories (Semantic Category and the Classical Information Category) and not just a broad term referring to the acquisition of material. The semantic category is the way we use, covey messages, and talk about information in our daily lives. classical information is the scientific way of communicating about data that is defined, measured, or researched.

However, I feel like I tend to naturally use semantic and classical Information interchangeably. That is, both categories can be thought of as part of a continuum known as the data-knowledge continuum. This refers to five process by which we derive meaning from semantic information and transform it into classical information/wisdom. Reflecting on this notion, I realise that I subconsciously engage in this continuum in helping me make informed decisions about all aspects of my life. Through the use of the data-knowledge continuum processes, I seek data to gain information to make meaning, resulting in knowledge and wisdom. For example, when deciding to undertake the Teacher librarianship degree, I researched details about the purpose, length and cost of the course. I then used this data to help me decide if I can manage/afford studying. Through this information, I understood how this course will benefit me and my career endeavours. I am now attaining knowledge to become a Teacher librarian to ultimately work in this field.

• How the behavior of information affects how we communicate, learn, and use information

Information is a valuable tool that helps people make sense of their lives and informs their decisions. Information is everywhere and comes in many different forms. This includes print media like books and magazines, digital media such as websites and social media platforms and even broadcasting media for example television and radio. However, as technology has become more widespread and more accessible, it has radically altered the ways in which people access and gain information. Therefore, it is critical to discuss the implications this may have on the acquisition of information and how it is used to learn and communicate.

While it is certainly much easier to access information by simply typing in keywords in a search engine, one of the main drawbacks of this is the overwhelmingly large search results that appear. The internet is filled with inaccurate articles often based on one’s opinion rather than on scholarly findings. Therefore, blurring the authenticity of information, particularly with the rise of social media causing academics to reach out to promote their work. With the huge overload of information which just keeps on increasing, it is up to us teacher librarians to educate students on how to manage the many manifestations of information. It is vital to teach students to sift through and recognise reliable sources of information to manage this overload and contribute wisely to the creation of new information.