The initial readings from Module 2.1 of the ETL401: Introduction to Teacher Librarianship subject provide an interesting foundation of learning to begin my Masters journey. The first reflective task is to consider what we have learnt so far from this particular module. As such, the following is a summary of O’Connell et al.’s teachings of the ‘information environment’ (2021, module 2.1).
The term ‘information’ is one that is multi-faceted. Information can be managed, accessed and produced. As social beings, we as humans are constantly seeking out and also subconsciously receiving information through a variety of communication channels – whether it be through our interactions with others, reading of a book or even scrolling through Facebook, for example. It has different meanings, dependent on context and application. The most common categorisations of the term information are ‘semantic’ and ‘classic’. The semantic definition considers information as imbued with meaning in some way, shape or form. There is an essence of ‘purpose’ contained within it to be communicated from one source to another. Alternatively, the classic definition considers the term information in more of a scientific/mathematical light, whereby it is a transmitting/conveyance of symbols or signals.
O’Connell et al. (2021, module 2.1) expands further in highlighting that an understanding of the semantic and classic definitions of information is helpful in consideration of the ‘data-knowledge continuum’; whereby information exists as a point on the continuum, book-ended by chaos and wisdom. Chaos is the unstructured, illogical and incomprehensible organisation of symbols and signals. Data, in contrast, (akin to the classic definition of information) is the coherent and organised structure of transmissible symbols and signals; existing as objective facts or particulars. Further along the data-knowledge continuum is information, which is the arranging of data in a way that has embedded meaning (analogous to the semantic definition of information). Knowledge comes next, which exists as transmitted information that is comprehended through contextual understandings and experiences. Finally, wisdom can be understood as the utilisation of knowledge with a degree of insight, capacity and sophistication in its application. O’Connell et al. (2021, module 2.1) also brings attention to Wideman’s ‘Information Hierarchy’, which also adds the concept of understanding as an active process that is undertaken by the enquirer, existing between the concepts of information and knowledge (2008, slide 4).
When considering the concept of knowledge, three different ‘types’ or levels exist. They include individual knowledge help by the individual comprising life skills and experiences, for example, group knowledge held by corporations or religious/cultural groups etc. about relevant and specific histories and values; and also, societal knowledge, incorporating shared ideas of global or national identities and histories as well as generalised principals of law and justice.
The concept of an information society exists, whereby information is considered a valuable (but intangible) ‘good’ to be traded in the global economy. Whilst there is inherent ‘value’ in information, a problem exists with the proliferation and overabundance of information supplied and proffered through various social media channels, for example, bringing about a questioning and problem of information authenticity.
When we talk about ‘using’ information, it differs from the traditional consideration of using a ‘thing’. Returning to the notion of information as a ‘good’, it differs from other physically tangible goods having the following four characteristic properties; information is inconsumable (it does not disappear with consumption); it is untransferable (the passing of information does not transfer it from the ‘giver’ of information to the recipient); information is indivisible (cannot be broken down into smaller parts without breaking/loosing meaning or creating new information or subsequent misinformation); and it is accumulative (in the sense that information accrues and can be re-used time and time again) (O’Connell et al., 2021, module 2.1).
References
O’Connell, J., Derouet, L. & Korodaj, L. (2021). 2. The information environment [Learning module]. ETL401: Introduction to teacher librarianship. Interact 2. https://interact2.csu.edu.au/webapps/blackboard/content/listContentEditable.jsp?content_id=_4449688_1&course_id=_57504_1
Wideman, R. M. (2008). The information hierarchy. [Powerpoint slides]. http://www.maxwideman.com/issacons/iac1013d/sld004/htm