WE AREN’T HERE TO LEARN WHAT WE ALREADY KNOW - teaching students to develop discussion questions
2 min read
The cornerstone to my thinking about information literacy these days is this:
Information comes in many forms and flows through many channels.
Information literacy then entails developing understandings of different forms and different channels, how and why it is put together, how and why it is distributed and received, how and why it is organized, and various issues of connection and context. So when we talk about media literacy we're talking about an aspect of information literacy. When we talk about visual literacy we're talking about a form of information. Digital literacy touches on both forms of information and channels it flows through. Forms and channels will evolve over time, so literacy is something that we are always developing.
Domain literacy is a term I hadn't thought of before today, when I encountered Kin Lane's post, What I Mean When I Say Domain Literacy. But I have said in the past that knowing how to work on the web is as essential as knowing how to work with Word. That why I advocate for the Domain of One's Own initiative everywhere I go. Understanding domains is part of understanding information processes. It's part of understanding the value of information. It's part of understanding authority. And the best way to develop these understandings is to get your hands dirty working in your own domain. Some tell me that this is not a library issue, and perhaps they're right, but I say it ought to be.
Teach Students How to Learn
good points about transparency - talk with students about Bloom's Taxonomy, metacognition - students will then know why we do what we do
1 min read
Leading Lines - Derek Bruff & George Siemens https:/
we need to learn more and more constantly throughout our lives
tech is additive - augmenting, not replacing educational experiences
What becomes of the human, what does it mean to be human in a digital age?