During my study of Module 2, I realised information is not a simple concept and is difficult to define. Even etymological sources such as dictionaries differ in their interpretations. Although Donald Case (2006) concluded that information is a ‘primitive concept’ (p. 6), a term used to describe a human’s inherent ability to understand an idea, he recognised the myriad perspectives associated with information and its meaning. I had never thought about the human connection with information and often considered it as being an entity separate from consciousness. After perusing various readings, I found that many people see information as being synonymous with knowledge or at least an important aspect of an information-knowledge continuum (AEW, 2008). For example, Case states ‘if a tree falls in the forest and there is no one there to see it, then it conveys no information’ (p.63).

Various individuals and organizations have implied that we can communicate but information or knowledge may not exist. It is important for teachers to ensure their modes of communication and ways of delivering information prompt thought within their students in order for them to obtain knowledge. Similarly, as I work through the Teacher-Librarianship course, I must not simply read or view information but ensure I interact with my notes and understand what I am reading.

AEW. (2008). Community of practice: Part B. The Information Hierarchy.

Case, D. (2006). The concept of information. In Looking for information: A survey of research on information seeking, needs and behaviour, pp. 40-65. 2nd ed. Burlingham: Emerald Group Publishing Lid. ebook, CSU Library.