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As a Teacher Librarian currently working in a school library, I understand that information and digital literacy is a key part of my learning and teaching role (ALIA and ASLA, 2016a). Additionally, I know that library programs that support information literacy enable the development of essential skills such as critical analysis of information, identification of appropriate information sources and the ability to curate and re-imagine information (ALIA and ASLA, 2016b). In a world where there is an ever-increasing amount of information being created and disseminated, a world of ‘fake news’, a world where socially networked communities have the ability to reach and influence mass audiences, acquiring information and digital literacy skills is vital.
The widespread nature of misleading information that is circulated throughout networked public environments is highlighted by Damasceno, using the term “information disorder” to encompass the intentional and unintentional spread of misleading, false, or harmful information on social media (2021). Whilst there is a consensus that teaching digital and information literacies is an important part of combating information disorder, there is also a need for students to acquire a set of evaluative competencies that allow them to understand shifts in the information landscape (Damasceno, 2021).
Mostly, I think there is opportunity for students to develop information and digital literacy skills through school and library programs, although, I question whether enough focus is given to how students apply it when there is a shift in the information landscape. As Damasceno states, “new technologies used for deception evolve, as well as algorithms; social media platforms change their terms of service; political groups adapt their strategies; and so on” (2021). To address this, Damasceno (2021) proposes a multiliteracy framework that encompasses functional literacy, critical literacy, and rhetorical literacy. Essentially, this boils down to students being effective users of technologies; students as informed questioners of technology; and students as reflective media producers. This is similar to the Australian Curriculum’s General Capabilities, whereby students develop knowledge, skills, behaviours, and dispositions that allow them to become successful twenty-first century citizens (ACARA, 2016).
By focusing on more evaluative competencies, students will be better equipped to become more discerning users of social media and consumers of online information. In the face of fast-paced changes in the landscape of information disorder in the digital age, developing students’ adaptive and evaluative competencies is essential. Further, students will be able to identify misleading information, question and critique the role of technology in society and engage in ethical and civic debate and discussion. By applying a multiliteracy framework, students would be better equipped to deal with an evolving technology and information environment because the competencies involved are adaptive and evaluative and not reliant on content that is liable to become outdated as the digital landscape evolves.
References
Damasceno, C. S. (2021). Multiliteracies for Combating Information Disorder and Fostering Civic Dialogue. Social Media + Society, 7(1), 205630512098444. https://doi.org/10.1177/2056305120984444
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2016). General capabilities. Retrieved May 2, 2023 from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/
Australian Library and Information Association (ALIA), & Australian School Library Association (ASLA). (2016a). Joint statement on teacher librarians in Australia. ASLA Policies. https://asla.org.au/resources/Documents/Website%20Documents/Policies/policy_tls_in_australia.pdf
Australian Library and Information Association (ALIA), & Australian School Library Association (ASLA). (2016b). Joint statement on information literacy. ASLA Policies. https://asla.org.au/resources/Documents/Website%20Documents/Policies/policy_Information_Literacy.pdf
May 4, 2023 at 10:26 am
Hi Matthew,
Thank you for your post! A very important topic.
Do you think ‘fake news’ will become a bigger issue in the future, or will we have the technology to combat it?
Best wishes,
Lizelle
May 25, 2023 at 10:15 am
Hi Lizelle,
Thanks for your response.
I think ‘fake news’ is a big issue right now! My question wouldn’t be will we have the technology to combat it (there probably will be something – I wouldn’t be surprised if there’s probably something out there already) – instead I’d question if we will have the critical and evaluative skills and understanding needed to identify it?
May 21, 2023 at 2:36 am
Hi Matthew, thank you for your piece on this topic. I wholeheartedly agree with your view that developing evaluation skills and strategies that can be applied in a wide range of contexts is essential for students. Technology is changing so quickly – for example generative AI such as ChatGPT is a big talking point in the university sector where I work, and I imagine the same is true in schools – that students need these skills to be able to adapt to new contexts that we can’t even imagine yet.
May 25, 2023 at 10:07 am
Generative AI is most definitely a hot topic at the moment! I feel like a lot of people are scrambling to keep up! I’m beginning to wonder what’s next, and what does that mean for students, teachers, and TLs?
May 24, 2023 at 8:54 am
Hi Matthew,
I find this topic very interesting, and I wonder whether such education would include information about how various social media algorithms work. So they can understand how recommendations are being made, and appraise them more critically.
Thanks
Janet
May 25, 2023 at 10:04 am
Hi Janet,
Yes, I think that could be a possibility. Understanding how the platforms and technologies that are being used work would certainly allow for a deeper understanding. I wonder how many people would be shocked at the level of sophistication of some algorithms?