Digital Culture and Educational Practice
Digital Culture and
Practices
Information
Literacy
5
Digital Culture and Educational Practice
Session Five Outline
• Recapping past sessions
• Information literacy
BREAK
• Right Technology at the Right Time for
the Right Task
• References
Digital Culture and Educational Practice
Recapping issues from previous
Sessions
1. Social and Cultural Views of ICT
• Culture, cultural components and changing
cultures
• Technology and the speed of change
• Impact of technology on our lives and in
education
2. Information economy and the process of
globalisation
• Technology transforming society and changing
our daily practices
• Technology as ‘non-neutral’
• EMB’s Information literacy discussion document
Digital Culture and Educational Practice
Recapping issues from previous
Sessions
3. Networked knowledge society
• Differences between information and knowledge
societies - Information can be transmitted,
Knowledge must be acquired and constructed
• Education in a networked society
• New teaching and learning spaces/environments
• New competencies for teachers in a networked
society
• Schools as learning organisations – flexibility for
continuous change
Digital Culture and Educational Practice
Recapping issues from previous
Sessions
4. Group presentations
• Don Ihde - Technologies bring new
characteristics to activities and relationships of
humans
• This often leads to unanticipated consequences,
the more they are used
• Its impact does not follow the simple cost/effect
analysis
• Principle of magnification / reduction
transformation for every enhancement of some
feature, there is also a reduction of other features
Such non-neutral transformations belong to all
technologies
Digital Culture and Educational Practice
Recapping issues from previous
Sessions
4. Group presentations
• Technology mediates and transforms our way of
seeing/ experiencing the world,
and very often without our being conscious about
it. (eg think about the car)
• It can change the focal attention of humans
Something comes to the foreground while others
recede to the background
• Group presentations and reports – emphasis on
description but not enough analysis. Not enough
reflection on ‘digital culture and its impact
Digital Culture and Educational Practice
Recapping issues from previous
Sessions
4. Group presentations
• Group presentations and reports – often
information intense only. Some reports more
academic, with references which inform the
study. Use of case studies excellent to illustrate
key points/concepts. Some good links to
government policy and ‘roll out’ in schools,
highlighting issues problems to be addressed.
Overall comment – more reflection, analysis, use
of digital culture literature to inform the report,
implications for changes in practices
Digital Culture and Educational Practice
Important Revolutions
Important revolution
in the history of humanity
Agrarian
revolution
Industrial
revolution
Information
revolution
Globalization
Knowledge
explosion
Expectation
revolution
Digital Culture and Educational Practice
Impacts of Information Revolution
• Globalization
– For the first time in human history the
benchmarking in every aspect of life is
changing.
– In a world without borders, to be the best in
your market, you need to be the best in the
world, not the best in your city or in your
country.
Digital Culture and Educational Practice
Impacts of Information Revolution
• Knowledge Explosion
– 3 decades ago, knowledge changed every
20 or 30 years.Today the average is 5
years.
– In information technology, the change is 6
months or one year.
– For this reason, the new illness of our
generation is professional obsolescence.
Digital Culture and Educational Practice
Impacts of Information Revolution
• Expectation Revolution
• The poor Indians, who have lived with the same
clothes, food and medicine for thousands of
years are, for the first time, no longer
comfortable with their situation.
– What is the distinction between absolute
poverty and relative poverty?
– When your knowledge grows 1 percent,
your expectations grow 5 percent.
– Information literacy plays a leading role in
reducing the inequities within and among
countries and peoples.
Digital Culture and Educational Practice
Information Literacy
Traditional view of information literacy:
solely as information retrieval skills or IT
skills.
This is inadequate – students need to
‘know how’ and also ‘know why’
(EMB, 2006)
What does this mean:
know how and know why?
Digital Culture and Educational Practice
‘Information Literate Person’
What is expected?
• Knows why and how to use information to
achieve needs throughout life
• Ability to build on previous knowledge on
‘what I already know’ and ‘what I want to
know’ and be able to apply knowledge in real
life contexts
• Information literate person should act ethically
• Education is expected to go beyond ‘initial
schooling in order to prepare and support
citizens for life long learning’ (EMB, 2006)
Digital Culture and Educational Practice
Information Literacy - defined
One definition:
‘Information Literacy is defined as the ability to
know when there is a need for information, to
be able to identify, locate, evaluate, and
effectively use that information for the issue or
problem at hand’
http://www.infolit.org/
Digital Culture and Educational Practice
Defining Information Literacy
• ‘IL’ linked with lifelong learning (Candy 2002)
• Key to personal empowerment and economic
development of a society. … a “new economy”
(O’Sullivan 2002)
• Lifelong learning skills essential - to cope with
the rapidly evolving changes in the era of
information age
• Emerging digital culture - trends in economic
globalization and the needs for developing a
knowledge-based society, have underpinned
the infusion of information literacy in education
and all spheres of political, economical and
social life of the 21st century (EMB, 2006).
Digital Culture and Educational Practice
(EMB, 2006)
Digital Culture and Educational Practice
Figure 2.1: A Conceptual Framework for Information Literacy
(EMB, 2006)
Digital Culture and Educational Practice
Thinking of
thinking
nd
(EMB, 2006)
Digital Culture and Educational Practice
Coding scheme for analysing selected
models of information literacy
Process-driven approach to develop students with
wider life-long learning skills: eg
• Cognitive Dimension - enables students to master
skills to comprehend, locate, analyse, critically evaluate
and synthesise information and apply their knowledge to
inform decisions and problem solving
• Meta-cognitive Dimension emphasises developing
students as reflective learners …in context and taking
account of student experiences
• Affective and Socio-Cultural Dimensions address the
need to enable students to appreciate and enjoy the
process of inquiry; and to empower them with greater
autonomy and social responsibility over the use of
information in their individual as well as collaborative
learning.
(EMB, 2006)
Digital Culture and Educational Practice
Objectives of the Information Literacy
Framework
1. To enable students to master the necessary skills to
comprehend, locate, analyse, critically evaluate and
synthesise information and apply their knowledge to
inform decisions and problem solving
2. To develop students as reflective learners who are
able to plan, reflect upon and regulate their process of
inquiry in a rapidly changing, information-based
environment
3. To enable students to appreciate that being an
independent learner will contribute to personal growth,
enjoyment and lifelong learning
4. To empower students with greater autonomy and
social responsibility over the use of information in their
individual as well as collaborative learning
(EMB, 2006)
Digital Culture and Educational Practice
Digital Culture and Educational Practice
Comments
on the
Consultation
Document
Required by
28 November.
A review of this
document –
valid and useful
individual
assignment
Chris WARDLAW, Deputy Secretary for
Education: Information Technology (IT) in
Education –Right Technology at the Right
Time for the Right Task
教育局副秘書長王啟思: 資訊科技教
育－適時適用科技 學教效能兼備
Digital Culture and Educational Practice
Proposed Action Plan
• Action 1
– To provide a depository of curriculumbased teaching modules with appropriate
digital resources
• Action 2
– To continue to sharpen teachers’ IT
pedagogical skills
• Action 3
– To assist schools to draw up and implement
school-based IT in education development.
Digital Culture and Educational Practice
Proposed Action Plan
• Action 4
– To enable schools to maintain effective IT
facilities
• Action 5
– To strengthen technical support to schools
and teachers
• Action 6
– To raise parents’ information literacy and
assist them in guiding children to use IT at
home.
Digital Culture and Educational Practice
List of literature reviewed
• Balanskat, A., Blamire, R., & Kefala, S. (2006). The ICT Impact
Report: A review of studies of ICT impact on schools in Europe.
Available at
http://insight.eun.org/ww/en/pub/insight/misc/specialreports/impa
ct_study.htm
• Condie, R., & Munro, B. (2005). Insight 20: The Impact of
Information and Communication Technology in Scottish Schools:
Phase 3. Available at
http://www.scotland.gov.uk/Publications/2005/09/09104316/4318
4
• Harrison, C., Comber, C., Fisher, T., Haw, K., Lewin, C., Lunzer,
E., et al. (2002). The Impact of Information and Communication
Technologies on Pupil Learning and Attainment. Available at
http://www.dfes.gov.uk/rsgateway/DB/RRP/u013878/index.shtml
• Higgins, S. (2003). Does ICT Improve Learning and Teaching in
Schools?.Available at
http://www.bera.ac.uk/publications/pureviews.php
Digital Culture and Educational Practice
List of literature reviewed
•
•
•
•
Newhouse, C. P. (2002). Literature Review: The Impact of ICT on
Learning and Teaching. Available at
http://www.det.wa.edu.au/education/cmis/eval/pd/reading/reading1.htm
Newhouse, C. P., Trinidad, S., & Clarkson, B. (2002). Quality Pedagogy
and Effective Learning with Information and Communications
Technologies: a review of literature. Available at
http://www.det.wa.edu.au/education/cmis/eval/pd/reading/reading1.htm
Pelgrum, W. J., & Law, N. (2003). ICT in education around the world:
trends, problems and prospects. Paris: United Nations Educational,
Scientific and Cultural Organization. Available at
http://portal.unesco.org/education/en/ev.phpURL_ID=47117&URL_DO=DO_TOPIC&URL_SECTION=201.html
Pittard, V., Bannister, P., & Dunn, J. (2003). The big pICTure: The
Impact of ICT on Attainment, Motivation and Learning. London: DfES.
Available at
http://publications.teachernet.gov.uk/default.aspx?PageFunction=produc
tdetails&PageMode=publications&ProductId=DfES+0796+2003&
Digital Culture and Educational Practice
Tasks
• Form a group of 3 to 4 students, critically
review one of the proposed action plans
and comment on the Consultation
Document.
• If you have comments on other parts of
the consultation document, you are
welcomed to upload your view
individually into the forum.
Digital Culture and Educational Practice
References
• Cuban, L. (2001). Oversold & Underused:
Computers in the Classroom. Cambridge,
Mass.: Harvard University Press.
• EMB (2006) Information literacy framework for
Hong Kong: building the capacity of learning to
learn in the information age
http://www.emb.gov.hk/FileManager/EN/Content_4424/il%20paper(sandy)_17_2_2005_ver2.doc
• Ihde, D. (1993). Philosophy of technology : an
introduction. NewYork: Paragon House