Note: The "order" of the articles is in the order that I completed the assignments.
Article 1: Information Literacy and Information Technology Literacy: New Components in the Curriculum for a Digital Culture
Agree with the definitions of information technology literacy and information literacy; understanding of the tools and technology, and the types of information and skills needed to utilize it. Both forms of literacy are needed, but the approaches mentioned (i.e. in schools throughout the years) are inherently flawed due to the speed of the upgrades and the much slower rate of schools/businesses performing the upgrades.
Also noted was the need of this understanding. In an academic environment, this can be viewed as the need to confirm sources and create your own content. In a “real-world” setting, this can be seen simply as being able to acquire a digital form of a newspaper. Knowing what kinds of information is available, and the means to get to it, appears to be the twofold path alluded to in the article.
One more vital thought referenced by the author that I believe is worth noting: the importance of these skills combined together in applications of life as we know it. The technology and understanding of information is impacting the methods of communication (through faster and more convenient forms of contact), legal matters (use of technology for evidence and believability of evidence e.g. doctoring photos; technology as a means of violating the law), businesses (new forms of record creation and keeping), education/academia (access to resources and the “ease” of cheating, especially “accidentally”) and general social mores and taboos (in the form of rules of asking others for information, “proper” methods of contact, language used, etc).
On a more personal note, I feel as though the author left the article hanging by the end. We have a list of things to be addressed, ideas as to the meanings and significance of these terms, but we are left with more questions than answers. What methods can we utilize beyond emphasis of information technology and information literacy in the classroom through the lives of the next generation? What methods can be utilized to educate the global society on topics such as the issues of ownership and intellectual property? Is it even possible to remain anonymous with technology being used in today’s world? Finally, is it even possible to educate others of these issues of and within information literacy without the lessons becoming obsolete by the end of the term, as information technology itself changes faster than we can understand it?
Article 2: Lied Library @ four years: technology never stands still
The article seems to start off with your typical explanation that technology is ever-changing, and explains the task and challenge of a library keeping up with these aforementioned changes. The number of systems added, updated, and upgraded boggles the mind, and many seem innovative for the time; a new ereserve program, the Internet 2 grid, and even something as “simple” as a new procedure for printing.
A useful thing to note for reference: there is an explanation of a bigger overhaul of the computers in the library without losing regular hours of operation. I’ve personally witnessed a similar operation done with better-than-expected success. The approach of training in advance, being equipped with the proper equipment and having the knowledge of what was to come proved to be the edge in such an endeavor. On another note: why do various branches and offices feel the need to keep others in the dark of such projects?
One of the biggest flaws of such a lofty ideal, which has been stated in the paper, is cost. With such high costs relating to replacement, upgrades, updates, support, and licensing cost, is such an idea even cost-effective for any library?
On a similar note: upgrading information technology as soon as possible may cause a rather intimidating learning curve for users. What methods can be utilized in order to assist patrons to “keep up with the times?” (This is also related to the Information Technology Literacy article, which mentioned a similar theme.)
After these points, very little else resonated the need to question what was written. In my experience, many of these other ideas, from the security to moving more resources online for access at any time, have already been implemented by many other institutions by this time, and the ideas actually do seem to work. . .to a point, of course.
Article 3: 2004 Information Format Trends: Content, Not Containers
This article doesn’t really have anything that I would consider “alien,” but I would blame that on my rate of adopting technology. As someone who has left the idea of a “container” being the only medium for set information, the notes within the article are not very shocking.
Yes, with an increase in mobile computing, cellular internet access, and multi-purpose tools (i.e. smartphones), it is impossible to even conceive the thought that all information must remain within the confines of physical materials. Websites such as Hulu.com and Youtube.com remove the frequent use of DVDs and VHS cassettes; mp3 players negate the need of carrying a bulky walkman or portable CD player; e-book readers and tablet PCs begin to free up space in backpacks and bookshelves; smartphones allow for portable data searching no matter where you are.
The one thought present in this article that is not new, but still interesting, is the idea of having a method of finding that meaningful content scattered amongst the flow of information. I have previously posed a similar question relating to the previous articles; how can this be done, knowing that information is always growing, technology is always changing, and the needs of users are nigh impossible to meet when the users are not even certain of what it is they seek? Additionally, how can we convert miscellaneous information into practical, and useful knowledge?
Anthony-
ReplyDeleteAfter reading the article on Information Technology and Information Technology Literacy, I also felt like I came away with some much needed information. Lynch explained both of the concepts extremely well.
From the Content, Not Containers article, you raised a very interesting question. I just wanted to get your thoughts on this: If information is always growing and technology is always changing, what happens if information grows at a tremendous rate and technology slows down? Do you think we would adapt to such a change? I ask this, because I think that most of us are dependent on various forms of technology on a day-to-day basis.
-Katherine
Hello Katherine,
ReplyDeleteBefore I begin, I believe I should warn you that, when in a classroom environment (i.e. our class blogs), I am prone to playing a devil's advocate and tossing ideas out and about while being inherently long winded. With that said, I can begin to toss those ideas out into the open.
Lynch's article did explain a large amount of information in such a short article, but I believe there could have been much more to explain and discuss. The questions I posed were things that crossed my mind to get conversations going, sparked primarily due to the abrupt ending and little explanation regarding my line of thought.
As for your comment on Content, Not Containers, allow me to twist the thought around with an example. As the Content, Not Containers article mentioned, we are living in a world where we are drowning in information, and I will not argue this point in the least. Some would argue that the information has already outgrown the technology, but I would have to disagree. The technology created, while ever-changing, has yet to surpass the information itself, and I honestly don't believe it will.
The thought process for this is heavily based in the Content, Not Containers article and my own experience. As the article explains, the "container" has changed, but the content has not. The medium for acquiring content has shifted (i.e. physical to digital), but the methods for absorbing that information are the same even though the methods of acquisition and transportation have changed. With this thought in mind, you have to ask yourself of the possibility of technology ever surpassing the information, because the technology is limited to the users and creators.
In this case, human beings have limits as to how they acquire data. At this point, we can read Shakespeare's Hamlet as a book or in some digital format, view the play on stage or view recordings on a physical means or online, but we cannot simply upload the data into our brains.
Additionally, users inherently aren't certain what it is they are looking for, which further limits the technology. While the methods of acquisition and content consumption have changed, the actual processing of that data and the mindset of those looking for it have not. This is a subject I have been known to go on a tirade about, so I shall spare you the details and state that the base user does impact the growth and overall development of information technology, and until users go through their own paradigm shift, much like they currently are with the adoption of e-resources, we will never see technology even coming close to being at the same level as the information it offers.
On a more personal note, yes, most of us do depend on technology on a day to day basis. I use a computer with an online card catalog at work; I personally carry a smartphone and a netbook to work and communicate on the go; I rely upon a laptop at home to complete and finalize tasks. With a few exceptions, very little here is actually required, but it does make my job of finding information that much easier, even with the inherent limits of the technology and the people creating it.
Yes - how CAN we convert miscellany into knowledge? Especially as the miscellany grows faster than we can "contain" it? I do think we have to adapt faster if we want to stay relevant.
ReplyDeleteHi Anthony,
ReplyDeleteI agree with your comments on the Lied Library article, especially regarding the learning curve for patrons who rely on this rapidly upgraded technology. It's obvious that part of a library's responsibility is to help its patrons learn how to use new technology, but in an academic library like Lied, it seems that students would be easier to familiarize with the upgrades than community patrons would be. In our first week of classes, all our professors made sure we know how to use Pitt's technology to get the information we need, but how are the community patrons of our library going to learn those skills? Or, does that responsibility fall on the shoulders of the public library since our academic library should probably allocate it's resources to helping students?