Speaking the Same Language
Food for Thought - Please Comment Freely:
One of the things I've noticed in the conversations of the Alliance members, community members at the D60 meeting, and individual discussions is that we all seem to have our own definitions of the phrases: computer proficiency, computer literacy, technology literacy, information literacy, etc. I'd like us to come to some common understandings on what these terms actually mean. We need to speak with a unified voice on what the objectives are of "literacy" in this arena. I'd like to suggest that we see what the CALET group is coming up with, and possibly adopt this as our standard. In the meanwhile, please post your understanding of these terms so we can begin a dialogue focused on developing shared understanding.
posted by K Faggiani at
1:34 PM
4 Comments:
Kathy,
I could not agree more with you on this subject. We need to communicate this message very clearly. The following definitions are my take on the terms that you mentioned in your blog.
Computer Proficiency
Students should be able to understand basic computer concepts and the multiple applications thereof in order to accomplish a wide variety of tasks, including mining and gathering information, organizing and analyzing data, synthesizing information, and communicating ideas across multiple disciplines and subject areas.
Technology Literacy
The ability of an individual, working independently or with others, to use tools, resources, processes, and systems responsibly to access and evaluate information in any medium, and to use that information to solve problems, communicate clearly, make better informed decisions, and build or assimilate new knowledge, products, or structures.
Information Literacy
The ability to know when there is a need for information, to be able to identify, find, evaluate, and effectively use that information for the matter or dilemma at hand.
Information literacy forms the basis for lifelong learning and is common to all fields, to all learning atmospheres, and to all levels of education. It enables individuals to master content and enhance their inquiries, become more independent, and take greater control over their own learning. An information literate individual is able to:
Determine the extent of information needed
Access the needed information productively and competently
Critically assess information and its sources
Absorb and assimilate selected information into one’s knowledge portfolio
Use information effectively to complete a specific purpose
Comprehend the economic, legal, and social issues bordering the use of information, and approach and use information legally and ethically
Here is the link to the CALET blog page on Technology Literacy vs. Information Literacy:
http://calet.blogspot.com/2004/11/technology-literacy-vs-information.html
I would love to engage Dan Maas the original commenter on the above mentioned blog and get his input as well.
Did I say this was cool yet?
By
David Skul, at January 29, 2005 at 7:35 PM
I am so new at this, I have already made one blunder (I posted before reading ALL the comments) so I will now make another - who is Mr. Maas and where is the CALET blog? Thanks.
By
Unknown, at January 31, 2005 at 3:04 PM
I think the terms do matter - obviously they mean different things to different people - you can see that based on the comments. I most want to distinquish between computer proficiency as "knowing which button to press" and information literacy as "knowing how to apply and use computer technology to find, retrieve, evaluate, analyze, use, and present information". The former implies that knowing what to use technology for isn't important, and that teaching technology for technology's sake develops computer proficiency. The latter indicates that true computer/information literacy comes from understanding the technology and knowing how to apply it effectively in a variety of circumstances. I don't seem much value in wasting a high school credit on "these are the parts of a computer and this is how they fit together"; on the other hand, I see major value in "there are different kinds of problems. different technologies can be used to help you solve them. let's learn about the different types of problems and how to use different technologies to solve them. here's how you use these technologies - now let's solve some problems using the appropriate technology."
By
K Faggiani, at February 1, 2005 at 9:25 AM
Kathy,
I totally agree with you on this subject. The typical robot step-by-step curriculum has and continues to be a miserable failure. A small amount of "how to" instruction goes a long way. Kids are generally proficient with hardware and software operation techniques and skills, but they lack the technological transference skills or “bridge” to understand how to connect concepts to the available tools and thereby surmount challenges.
The assumption that pure know how regarding one program or another is enough to create technological literacy is short sighted. I agree that skills training is a component of the literacies and proficiencies that we have discussed, but a balance of and the integration of cross disciplinary application concepts must be incorporated to be truly effective in the end.
If techno-skill base training is enough in our current economy then why is the economy continuing to decline in our community? PCC offers many step-by-step approaches to learning program and hardware usage. As we have seen and continue to see, those skills alone do not have the power to wrench our local economy from the depths.
Not knowing how to write a research paper is not a function of technology. Not knowing how to study or find resources is not a function of technology. Not understanding mathematics and their application is not a function of technology. These conceptual application skills were inexistence long before the PC was introduced to our lifestyle. We must not forget that teaching someone how to recognize and use a hammer does not help them to understand building a house. Same tool, different concepts.
Ps: Jane the link for the Dan Maas blog is located near the bottom of my first post. You have to copy it and paste it into your browser in this case.
By
David Skul, at February 2, 2005 at 6:40 AM
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