Tag: reflection

Collaborative Learning and Digital Literacy

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REFLECTION

As a High-Impact Teaching Strategy (State of Victoria, 2017), this collaborative project not only extended my understanding of the content, it importantly expanded my Personal Learning Network (PLN) and Personal Learning Environment (PLE) by working with new colleagues across a range of new platforms. Our group worked within a connectivist learning framework to adapt to challenges, grow our networks, and learn from our diversity.

The three intertwined elements of online collaborative learning [OCL] were certainly at play throughout this assessment piece; tasks, teams, and time [see image below] (Persico & Pozzi, 2011). The provided content scheme allowed flexibility with interpretation, execution and mode of output. Additionally, the autonomy in group formation enabled us to work with like-minded people with different skills and experiences. Our diversity (primary teacher, middle school teacher, and teacher librarians within Australia and in the United Arab Emirates) and ability to collaborate in a digital learning environment [DLE] afforded us the opportunity to share, teach, and learn from one another in a deep and unique way.

Task, team and time are intertwined dimensions of structuring online collaborative learning. This image show the three dimensions as connected nodes and an arrow indicates that each dimension can be emphasised at different times depending on the collaborative task.
The Three T’s. Note that the emphasis on dimension changes depending on the nature of the collaborative task.

Our modes of communication included Zoom and Microsoft Teams, which allowed synchronous and asynchronous interaction and removed the barriers of working within three different time-zones. Synchronous communication allowed real-time collaboration, while asynchronous communication allowed each group member extended think-time to develop deep reasoning (Aviv, 2000; Duderstadt, Atkins, & Van Houweling, 2002). We used Zoom meetings to prepare for the task and clarify our purpose and roles, while Teams’ Conversation and OneNote were used to discuss progress and share findings. This ensured our communication was transparent and reviewable. This was particularly helpful for me, as I was able to revisit our discussion to clarify my perceptions and it enabled group connection even as our level of synchronous communication dwindled.

While the group established set phases and schedule, our timing was flexible to allow each group member to work around their other commitments. This worked well for us; however we experienced some difficulties when unintentionally editing the Wix site simultaneously. Luckily, we used Teams’ Conversation to overcome this. We also used Tasks-in-a-Box to assign tasks and due dates. In future, I would use this more effectively by collaboratively breaking the assessment task up into more stages earlier in the planning process. This would enhance the clarity and consistency of our approach. Scheduling another Zoom meeting may have also helped us to realign with our initial goals in real-time to ensure clear perception.

  • Synchronous communication through Zoom. Zoom meetings were held twice to collaborate and clarify.

 

Reimann (2018) identifies three challenges of group work; unequal participation, lack of awareness, and stratified learning zones. While I believe our group avoided these through effective use of online communication and collaboration tools, these are common scenarios I experience with students in school learning environments. Unequal participation is the most common challenge among my students, as collaboration competes with their preference for individualistic reward (Dool, 2010). I believe a shared vision and group roles can be established through the OCL norm of “purpose” to motivate and empower learners. I will ensure the design of future OCL activities include a clear purpose and direct students to establish goals and roles before starting. Strengthening this area will build student capacity to work collaboratively in DLEs.

Having students co-create a digital product and collaborate online with others in their school and beyond, in a similar manner to this task, redefines the parameters of learning through transformative use of technology. This higher end of the SAMR spectrum strengthens connections to students’ third-space, which increases relevancy and learning. The ability of OCL projects to span curriculum areas, address multiple general capabilities, and provide real-world experiences highlights their value. To incorporate global OCL into my teaching, I will take advantage of Asia-Europe Foundation’s yearly school collaborations.

 

RESOURCES

This experience has enabled me to create a range of resources that will be useful independently and within the full learning module. I wanted to challenge myself and use a range of tools to produce a high-quality, interactive and participatory product. I used the following tools to create my artefact and embedded resources:

 

EMBEDDED RESOURCES

Below are the visual resources I created using Canva.

  • A poster showing the SCRAP test.
    The SCRAP test provides prompting questions to consider when evaluating sources of information.

 

The screencast tutorial I created to provide instruction on tagging and annotating in Diigo (as seen below) was made using A Powersoft Free Online Screen Recorder, Adobe After Effects and Adobe Premiere Pro, and music from BenSound. 

 

ARTEFACT

The above resources are all embedded in the artefact that I created for the online learning module using WireWax, (as seen below).

 

 

 

References

Asia-Europe Foundation. (2019). 2019 school collaborations. Retrieved from http://www.asef.org/index.php/projects/themes/education/4600-asef-classnet-online-collaborations-2019

Aviv, R. (2000). Educational Performance of ALN via Content Analysis. Journal of Asynchronous Learning Network, 4(2). doi:10.24059/olj.v4i2.1901

Dool, R. (2010). Teaming across borders. In Ubell, R. (Ed.), Virtual teamwork: Mastering the art and practice of online learning and corporate collaboration (pp. 161-192). Retrieved from ProQuest Ebook Central

Duderstadt, J. J., Atkins, D. E., & Van Houweling, D. (2002). Higher education in the digital age: Technology issues and strategies for American colleges and universities. Westport, CT: Greenwood Publishing Group.

General capabilities in Australian curriculum: Version 7.5. (2018). Retrieved from the Australian Curriculum and Assessment Authority website: https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

H.L. (2017, October 30). SAMR model: A practical guide for edtech integration [Blog post]. https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration

Lindsay, J. (2015). Norms of online global collaboration [PowerPoint slides]. Retrieved from https://www.slideshare.net/julielindsay/norms-of-online-global-collaboration

Persico, D. & Pozzi, F. (2011). Tasks, teams and time: Three T’s to structure CSCL processes. In Pozzi, F., & Persico, D. (Eds), Techniques for fostering collaboration in online learning communities: Theoretical and practical perspectives (pp. 1-14). doi:10.4018/978-1-61692-898-8

Reimann, P. (2018). Making online group-work work: Scripts, group awareness and facilitation. Retrieved from https://research.acer.edu.au/cgi/viewcontent.cgi?article=1338&context=research_conference

State of Victoria. (2017). High Impact Teaching Strategies: Excellence in teaching and learning. Retrieved from http://www.education.vic.gov.au/Documents/school/teachers/support/highimpactteachstrat.docx

 

[Assessment 2 Part C Reflective Blog Post]

The Evidence-based TL

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Evidenced-based practice should not only drive pedagogical initiatives of classroom teachers, it should also be at the core of the work of teacher librarians. Evidence can be used to identify a need or problem, plan and implement initiatives, and evaluate and reflect on those programs. It can also be used to justify library initiatives and programs, budgetary and staffing requirements, and a range of other resourcing needs. That being said, when evidence is gathered by the practitioner for advocacy purposes, the trustworthiness of the evidence and its interpretation comes into question. Therefore, it is vital evidence gathering practices are holistic and incorporate a range of methods.

Vertical and horizontal data sets can help schools better understand their students’ learning journey, while considering their specific context. Data is easily interpreted in a myriad of ways and can be manipulated to suit purpose. It becomes an issue when data is used to compare school performance, rather than focusing on individual student progression. The focus must be on student learning outcomes rather than outcomes. Therefore, vertical data gathered from high-stakes testing should be used in conjunction with horizontal data that provides a more holistic picture of students’ learning levels (Renshaw, Baroutsis, van Kraayenoord, Goos, & Dole, 2013).

Teacher librarians adopt a holistic approach to evidence-based practice by considering the whole school with which they serve and by drawing on a range of evidence in a range of ways (Gillespie, 2013). As seen in Figure 1, Todd (2015) proposes a holistic model for school libraries, which includes evidence for practice (Foundational: informational), evidence in practice (Process: transformational), and evidence of practice (Outcomes: formational). Furthermore, Robins (2015) highlights the usefulness of action research as part of a holistic approach to collect qualitative and quantitative data and connect educational research with improved practice. Oddone (2017) provides an overview of action research for school libraries as seen in Figure 2.

A table, which shows Todd's three categories of evidence-based practice. 1. Evidence FOR Practice - FOUNDATION Informational: Existing formal research provides the essential building blocks for professional practice. 2. Evidence IN Practice - Applications/Actions PROCESS Transformational: Locally produced evidence—data generated by practice (librarian-observed evidence)—is meshed with research-based evidence to provide a dynamic decision-making environment. 3. Evidence OF Practice - Results—impacts and outcomes; evidence of closing of gap OUTCOMES Formational User-reported evidence shows that the learner changes as a result of inputs, interventions, activities, and processes.
Figure 1: Holistic model of evidence-based practice for school librarians (Todd, 2015).

 

Infographic showing: Action Research for Teacher Librarians: A brief introduction and overview to Action Research as a tool for evidence based practice for teacher librarians.
Figure 2: Action Research for Teacher Librarians: A brief introduction and overview to Action Research as a tool for evidence based practice for teacher librarians. (Oddone, 2017).

Gillespie (2013) found that teacher librarians gather evidence through two key modes; by engaging and encountering. The nature of evidence-based practice is therefore not linear. Teacher librarians gather evidence through purposeful and accidental encounters, which involves research-based and/or practitioner-based evidence and application for improved practice through a combination of intuition and reflection (Gillespie, 2013). As with improvement in any field, particularly education, reflection is key to driving improvement as it provides the metacognitive prompts to interpret evidence and consider the practitioner’s professional experience and expertise that is needed to apply evidence meaningfully.

Teacher librarians can utilise evidence-gathering tools to gather evidence for, in and of practice. Gillespie (2013) recommends valuable evidence is drawn from and used within three areas; including, teaching and learning, library management, and professional practice. A tool such as School Library Impact Measure (which I spoke about in my final assessment for ETL504) equips teacher librarians with a framework to assess the impact of their instruction on student learning outcomes during a Guided Inquiry experience (Todd, Kuhlthau, & Heinstrom, 2005). To gather evidence of library management, including collection development, the environment, and services, teacher librarians can source benchmarks from peer institutions, questionnaires or surveys to evaluate performance, set new goals or standards and implement strategies. Benchmarks from peer institutions can be sourced through network meetings and through the Softlink survey.

As a school library that runs a college-wide academic reading and writing program, we utilise data to assess the extent to which the programs effectively improve student learning. Reading comprehension tests help the teacher librarians and teachers determine the effect of the strategies on student abilities. Teacher librarians should work with heads of department and classroom teachers to analyse and digest the data in meaningful ways. Collaboration is central to the perception of the data analysis process. Teachers do not want to fall victim to judgement due to the results within their class. While this is important to note, it is also important to hold honest and open conversations about opportunities the data may present. Viewing the results through an opportunities lens ensures all stakeholders feel safe and valued and student learning is central.

This year, I have been delving deeper into the world of data and evidence to assess the impact the Study Skills program has for our boarding students. The program is designed to assist boarding students with; organisation, prioritisation, study skills, assessment skills, and research skills, while growth mindset underpins the sessions. A teacher librarian (myself on Tuesday and Wednesday nights and our Head of Library on Monday nights) facilitate a half hour targeted session with the students in the senior library – one cohort per night on a weekly rotation. These sessions are timely and relevant to the assessment and class work to ensure the value is clear. After the half hour session, the students undertake their independent study for the remaining hour and a half, while the teacher librarian circulates and assist students in smaller groups and one-on-one. I am pleased to share that since the inception of the program last year, the boarders’ results are trending up – often at a greater rate than the day students. While many factors influence the boarders’ results (strategies from classroom teachers, tutoring, support from boarding supervisors and parents for example), the results are also indicative of the renewed impetus for study and a changing culture that has developed from the program. The program has been a feat of collaboration and has seen staff members from across the college come together for this common cause. To gather evidence, I was able to use data from both Learning Analytics and TASS to compare day and boarding groups, and boarding groups over time. This also provides me with opportunities to compare external high-stakes results, such as NAPLAN results, with curriculum results. This evidence was used to not only assess the effectiveness of the program but also to open conversations with staff and students about learning outcomes. From this, I created a report to document the findings and present to teaching staff and leadership team (Figure 3). I have had incredibly valuable conversations with students concerning their progress and strategies going forward. One-on-one, I talked to students about their GPAs, compared these against their report cards, then again against their individual assessment tasks to identify strengths and areas for improvement. The additional ownership students took of their results and the empowerment felt was palpable. The evidence is used to evaluate and reflect on the programs, to plan targeted sessions, to empower students, and to advocate for the work done by the teacher librarians.

Title page of Study Skills report. The pages states: "Study Skills, 6-monthly report 2018 Semester one.
Figure 3: Title page of Study Skills report.

Ultimately, learning must be at the centre of the analysis, discussion and subsequent initiatives or action. Evidence must be gathered on a local level to determine the effectiveness of library programs and through other means, such as empirical research, to ensure best practice. Evidence must be made explicit and concerted efforts must be made to “measure the relationship between inputs, outputs, actions and student outcomes” (Hughes, Bozorgian, & Allan, 2014, p. 15). These practices can help to ensure the longevity of the school library and assert the library and staff as invaluable to the school community.

 

 

References

Gillespie, A. (2013). Untangling the evidence: Teacher librarians and evidence based practice [Thesis]. Retrieved from https://eprints.qut.edu.au/61742/2/Ann_Gillespie_Thesis.pdf

Hughes, H., Bozorgian, H. & Allan, C. (2014). School libraries, teacher-librarians and student outcomes: Presenting and using the evidence. School Libraries Worldwide, 20(1), 29-50. doi: 10.14265.20.1.004

Oddone, K. (2017). Action research for teacher librarians [Infographic]. Retrieved from https://my.visme.co/projects/jwvj7ogk-action-research-for-teacher-librarians#s1

Renshaw, P., Baroutsis, A., van Kraayenoord, C., Goos, M., and Dole, S. (2013).  Teachers using classroom data well:  Identifying key features of effective practices. Final report. Retrieved from https://www.aitsl.edu.au/docs/default-source/default-document-library/teachers-using-classroom-data-well.pdf

Robins, J. (2015). Action research empowers school librarians. School library research, 18, 1-38. Retrieved from http://ezproxy.csu.edu.au

Todd, R. J. (2015). Evidence-based practice and school libraries: Interconnections of evidence, advocacy, and actions. Knowledge Quest, 43(3), 8-15. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au

Todd, R., Kuhlthau, C. & Heinström, J. (2005). School library impact measure SLIM: A toolkit and handbook for tracking and assessing student learning outcomes of guided inquiry through the school library. Retrieved from https://cissl.rutgers.edu/sites/default/files/inline-files/slimtoolkit.pdf

Information Society

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Harquail, S. (2014). ? Information [Photograph]. Retrieved from https://www.flickr.com/photos/55648226@N03/14456349242/
I found the concept of information society to be much more accessible than some initial reading about the definition for “information”. After reading Webster’s five ways of defining information, I can see that the term refers to the way in which we develop, use and manipulate information and importantly, the values and lived experiences people bring to information and their understanding of it (2014). I think developments, or determinism, in the information society are driven by certain groups and the needs of those groups, whether with an economic, social or political agenda.

It’s important to understand the broader information landscape, as changes occur at a rapid rate. These changes take the form of developments in information, technology, and the users. Floridi (2007) describes the information landscape as an infosphere. The ease and increased access to information (frictionless infosphere) means people will have no right to ignore information, they will share a vast common knowledge which will develop over time, and experience an increase in accountability (Floridi, 2007). It is important to understand that this changing landscape will affect all aspects of our lives in a similar way that the industrial revolution affected the lives of those living during the 18th century. All aspects of information in our lives will change including the devices that deliver the information to us. This reontologisation means that as we come to live in an infosphere our lives will become increasingly synchronised, delocalised and correlated (Floridi, 2007). Ultimately, we will live in a space and time that we can no longer log out of. Floridi (2007) goes on to explain that older generations will be the last to remember the world when it could be both offline and online. This means, as TLs, our students and future learning spaces will become increasingly connected. We are already experiencing an environment where we log-on but no off. Our students, and at times ourselves, are connected informational organisms (inforgs), as they spend “more time connected than sleeping” (Floridi, 2007, p.63).

The implications of this mean that, as a TL, I will need to be flexible and up-to-date with the modes and devices which deliver information. With the developing infosphere, modes of communication, the amount of information available, and modes of interaction are simultaneously going through a phase of reengineering. My responsibility as an information specialist is to work with these changes to better support my students and staff in their acquisition of information and transference of knowledge. On a final, and specific note, I can already see that in relation to the cultural definition of the information society there will be a need to upskill our students in digital reading and meaning making; particularly, with the changes in delivery of NAPLAN.

References

Floridi, L. (2007). A Look into the Future Impact of ICT on Our Lives. Information Society, 23(1), 59-64. doi:10.1080/01972240601059094

Webster, F. (2014). Theories of the Information Society. Florence: Taylor and Francis. Retrieved from http://ebookcentral.proquest.com.ezproxy.csu.edu.au/lib/csuau/detail.action?docID=1656811

 

[Forum Reflection: Module 2.2]

Reflection: Availability and Access

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Udithawix. (2015). Scrolling down [Photograph]. Retrieved from https://www.flickr.com/photos/126915310@N08/16981803257/
The ramifications of having ready access to information at all times can be both positive and negative. One positive effect is it allows the user to access information at their leisure, so is more flexible than before. According to the ABS, 86% of households have access to the internet at home, which is up 3% from 2012-13 (2016). Additionally, findings concluded “most households who accessed the internet did so through a desktop or laptop computer (94%), followed by households who accessed via mobile or smart phones (86%) and households who accessed via tablets (62%)” (ABS, 2016). Therefore, the ease in which we access information has rapidly increased with developing technology. This also demonstrates a third benefit from ready access to information, which is the wide variety of viewpoints and modes of communication that are available. This can assist in creating more rounded conclusions when conducting research and/or broaden the user’s perceptions of a topic.

On the other hand, having ready access to information 24/7 can have detrimental effects. It becomes difficult to “switch off” and disconnect from the world of technology and communication. Therefore, it can negatively affect the user’s work-life balance, which in my case includes study-work-life balance. Just as I have been writing this reflection I have received nine emails (a combination of personal and work-related), one university announcement (no emails as of yet, which is unusual), and a number of alerts or notifications. Compared to other days of the week, this is relatively quiet. This may be due to Monday being my day off work, so my colleagues and Head of Department are very conscious not to have any work-related communication with me on these days unless absolutely necessary. Another negative affect can be the difficulty in navigating through so much information to find the most relevant source. It can also be difficult and time consuming to assess the credibility, accuracy and reliability of a source.

These all have ramifications for me and my capacity to study this subject. Some aspects of being part of a connected world will assist me in my studies, while other aspects can affect my productivity and the effectiveness in which I complete the course. I will need to use discernment when accessing online resources and I will need to set clear guidelines and goals when completing my study, so as not to get caught down the rabbit hole which is 24/7 access to information.

References

Australian Bureau of Statistics (2016). Household use of information technology, Australia: 2014-15 (cat. No. 8146.0). Retrieved from http://www.abs.gov.au/ausstats/abs@.nsf/mf/8146.0

Reflection: Digital Information

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Osccarr. (2011). Bonito iceberg al fondo [Photograph]. Retrieved from https://www.flickr.com/photos/66598477@N07/6065295630/
Deep Web: The Deep Web lies between the Surface Web (Google and other public search engines and domains) and the Dark Web (which is a small portion of the Deep Web and is the scarier, more sinister side where sites such as Silk Road live). According to BrightPlanet “the Surface Web is anything that a search engine can find while the Deep Web is anything that a search engine can’t find” (2014, para. 6). This includes government databases, libraries, and intranets. These are sites that a user must have a log-in or account for or paid subscription to access.

A great video that explains the deep and dark webs:

LEMMiNO (Creator). (2016, July 2). The dark side of the web [Video file]. Retrieved from https://www.youtube.com/watch?v=mUP0tx7Ib2w

Internet2: Internet2 is a research collective based in the United States, which works to solve the problems of technology and the internet in the current realm and develop the technologies and internet of the future. It is a consortium of research and education organisations which develops major innovations in the digital world. It is a collection of high performance networks that allow interaction which is not possible on the internet (The Regents of the University of Michigan, 2016).

 

References

BrightPlanet. (2014). Clearing up confusion: Deep web vs. dark web. Retrieved from https://brightplanet.com/2014/03/clearing-confusion-deep-web-vs-dark-web/

The Regents of the University of Michigan. (2016). Internet2. Retrieved from http://its.umich.edu/enterprise/wifi-networks/researchers/internet2

Reflection: Artificial Intelligence

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I think the phrase “the tool is directing the user” means that new developments in technology have created easier navigation for the user. AI predicts how people might want or need to use technology in the digital environment; thus, completing some of the task or thinking for the user. This may range from simple tools such as spell check to more complex tools such as a search engine. Microsoft has recently released two major updates for Office, which incorporate the use of AI. This includes a huge improvement to the way in which the spell check works by including suggestions to reduce wordiness and correct word choice errors and the ability to cite with more ease, as the program predicts the most appropriate citation for certain references (Lopez, 2016). These tools direct the path the user takes rather than the user directing the path. A look at Google’s Inside Search interactive story gives an overview of how the search engine works and how algorithms have enhanced the results people receive when searching. This may enhance results but it hasn’t necessarily enhanced people’s skills of searching. Is AI doing the hard thinking for us?

Google have recently introduced another AI element to their search tool. According to Wired senior staff writer, Cade Metz, this new approach is called deep learning and it is revolutionising the way in which people interact with technology (2016). Many forms of technology, programs and/or software were once reserved for those in positions of authority or the very tech savvy. Nowadays these technologies are more user-friendly than ever. Google has developed this new way of enhancing their search results by building neural nets, which is more sophisticated than the algorithms built by their human employees. With this embedded AI in search engines, the user loses some control over the path they take and their results but according to Metz “Google believes, the benefits outweigh that sacrifice” (2016).

Click to view the Interactive: How Google Search Works

Google’s self-learning AI is the next level of this technology. Deep Mind has developed AI technology for general use in a range of contexts.

ColdFusion TV (Creator). ColdFusion (Poster). (2016, May 1). Google’s deep mind explained! – Self learning A.I [Video file]. Retrieved from https://www.youtube.com/watch?v=TnUYcTuZJpM

 

References

Lopez, N. (2016). Microsoft is using AI to give Office spell-check on steroids and much more. Retrieved from https://thenextweb.com/microsoft/2016/07/26/microsoft-using-ai-give-office-spell-check-steroids-much/#.tnw_6tIHxXab

Metz, C. (2016). AI is transforming Google Search: The rest of the web is next. Wired. Retrieved from https://www.wired.com/2016/02/ai-is-changing-the-technology-behind-google-searches/

Reflection: Information Theory

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What is information?

I have not ever considered this question to be so complex. To me, information had always been messages, facts, data, words, symbols and insight needed to develop understanding about a particular thing or to inform and make a decision or draw a conclusion. I generally see this definition as still relevant but I can also see there are other aspects to information that can add to my understanding of this term. Case examines Bateson’s definition of information and concludes that “information is whatever appears significant to a human being” (2006, p.40). So, information exists or has the potential to exist in everything but, crucially, someone must be engage with it for it to be information. It is not information until someone engages with it. Case’s example, “if a tree falls in the forest and there is no one there to see it, then it conveys no information”, is an effective way of describing information as a broader concept rather than a stagnant definition. As it is so broad, it is difficult to pinpoint one true definition. I agree that information as a concept is a more suitable explanation, as information is different for a variety of professions and people. Much like language and the meaning of messages, I agree with Cornelius in that information is also a social construct, which adds to a person’s understanding and interpretation of a situation or their world (2004). The values and lived experiences that people bring to interpret information and develop understanding effect the existence and meaning of information.

I can clearly see how Buckland’s three categories of information, information-as-process, information-as-knowledge and information-as-thing, relate to the role of a TL and how a TL can use and address these senses of information (Case, 2006, p.44). I think information in these forms exists within school libraries. I feel that students often take in information passively (so, is it information in this instance? Maybe just to teacher or instructor who sees the purpose). As TLs, we need to use strategies to develop the skills of our students and other staff members, to actively engage with information in a critical and useful way.

References

Case, D. O. (2006). Looking for Information: A Survey of Research on Information Seeking, Needs, and Behavior. Bingley: Emerald Group Publishing Limited. Retrieved from http://ebookcentral.proquest.com.ezproxy.csu.edu.au/lib/csuau/detail.action?docID=283968

Cornelius, I. (2004). Information and its philosophy. Library Trends, 52(3), 377-386.

We’re living in an information world

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After reading through the first section of Module 2, it is apparent that the varied definitions of information can lead to confusion about what it actually means. It’s difficult to pinpoint something that isn’t tangible and something that evolves and spreads. Information, to me, in its most important form, is when it transfers into knowledge. It is this process of transition, where information becomes most useful. This process of change is understanding. I think the core role of the TL is to develop understanding; to develop the skills to do something with the information. Information literacy forms a major component of a TL’s duties. This focus, of developing understanding and the skills to be able to understand, is a very exciting prospect for me as an incoming TL.

A major issue with the information world, at present, is the oversaturation of information. The digital world has provided an avenue for information to spread wide and fast. The issue arises when the information is shrouded with bias. For many, their main form of news and current affairs is their Facebook News Feed. But, the spread of information through digital means isn’t all bad. I think it has done a good job to expose people to a wider range of perspectives but we need to have the skills to discern between opinion and fact and to be able to make our own judgements and draw credible conclusions. The motivation for the spread of information has also changed over time. It has gone from the spread of ideas and enlightenment to the spread of commerce and it has become a money-making endeavour. Our job as TLs is to upskill staff and students in the areas of discernment, in order to sift through the information and select with care and consideration. Ultimately, it is vital to bring a critical eye to the world of information.

References

Davenport, T. H., & Prusak, L. (2000). Working knowledge: how organizations manage what they know. Boston, MA: Harvard Business School Press. Seminal work.

 

[Forum Reflection: Module 2.1]