DOCUMENT RESUME IR 019 134 ED 419 513 Labaree, Robert V. AUTHOR Computer Literacy Empowerment Strategies in a Social TITLE Context: A Sample Approach To Teaching a Credit Course. PUB DATE 1998-00-00 37p.; Paper presented at the Annual Meeting of the American NOTE Educational Research Association (San Diego, CA, April 13-17, 1998). Speeches/Meeting Papers (150) Descriptive (141) Reports PUB TYPE MF01/PCO2 Plus Postage. EDRS PRICE *Computer Literacy; *Critical Thinking; *Empowerment; DESCRIPTORS *Information Literacy; Information Technology; Learner Controlled Instruction; Learning Strategies; *Library Instruction; Nontraditional Education; Teaching Methods *Technology Role IDENTIFIERS ABSTRACT This paper describes a model course that places the intersection of information literacy and critical thinking within the conceptual framework of how information technology impacts cultural, political, economic, and social systems in American society. Stepping beyond the boundaries of traditional library instruction, this model course also attempts to critically construct meaning based on diverse perspectives and experiences as well as build a bridge of relevancy between the abstractions of what it means to be information literate and the individual's ability to participate in an information society. In so doing, the curriculum is transformed from an active learning strategy incorporating critical thinking competencies and student-centered learning to an empowerment learning strategy embracing a model of relevancy-centered critical thinking and an emphasis on the student-teacher relationship as the catalyst for knowledge acquisition. (Author) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Q. Strategies Computer Literacy Empowerment Approach in a Social Context: A Sample to Teaching a Credit Course Robert V. Labaree Information Services Division University of Southern California the American Educational Paper presented at the annual meeting of 14, 1998 Research Association, San Diego, California, April D- U.S. DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS Oft ice of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER (ERIC) This document has been reproduced as R.V. Labaree received from the person or organization originating it. Minor changes have been made to improve reproduction quality. 2 Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily represent INFORMATION CENTER (ERIC)." official OERI position or policy. Abstract and places the intersection of information literacy This paper describes a model course that of how information technology impacts cultural, critical thinking within the conceptual framework society. Stepping beyond the boundaries of political, economic, and social systems in American also attempts to critically construct meaning traditional library instruction, this model course well as build a bridge of relevancy between the based on diverse perspectives and experiences as literate and the individual's ability to participate abstractions of what it means to be information curriculum is transformed from an active learning in an information society. In so doing, the learning to an thinking competencies and student-centered strategy incorporating critical model of relevancy-centered critical thinking and empowerment learning strategy embracing a knowledge acquisition. student-teacher relationship as the catalyst for an emphasis on the 3 A Sample Approach 1 Introduction the ability to read in any language. It is a The term literacy had traditionally referred to stored in one when all accumulated knowledge could be concept rooted in the early 17th century the only tool needed to access the entire location. Reading knowledge of Greek and Latin was distant 21st century, this point in history seems so body of human knowledge. As we enter the is now exponential. In myth than past reality. Growth in knowledge as to be more contemporary 28, 1992, James B. Appleberry State University, Long Beach on August a speech at California entire body of knowledge will double every seventy- made the astonishing prediction that the three days by the year 2020.' not only by creating new knowledge Emerging technologies have accelerated this process making technology on society, but more importantly, by that analyzes the impact of information the accessible. The most recognized element of that and many other types of knowledge effective in providing access to both old and Information Age, the Internet, has been particularly and constantly growing making that knowledge accessible to a significant new knowledge and By the number of Internet users in 1996 at 49 million. number of people. Estimates place the In addition, the users.2 quadruple to approximately 193 million year 2000, it is expected to will no doubt become the launching point for breaking down of barriers to accessing information Internet of users to add new information to the additional information production. The ability knowledge, window into humanity's collective body of makes it unique in that it is not only a Unlike information by anyone connected to the network. but facilitates the dissemination of new the disks, data files, or online search services, other electronic formats, such as a compact it another facilitates interactive communication. To view Internet is a participatory instrument that understand Greek and have transformed the 17th century need to way, emerging technologies the World Wide Web and write HTML. Latin into the ability to manipulate a mouse on and more recently private enterprise, no With the possible exception of the government, has been impacted more directly by the emergence other social institution in American society the research At all levels, from elementary school to of new technologies than education. integrate traditional models of teaching and learning to university, educators are reviewing body of curriculum. In response to this movement, a growing information technologies into the 4 Robert V. Labaree 2 learning and information technology literature devoted to examining the intersection of student of four analytical frameworks: 1) has developed. A majority of this scholarship falls within one school or college has created and the case study approach that describes, in varying detail, how a analysis of virtual learning implemented a new technology-based curriculum; 2) the theoretical pedagogy; 3) descriptions of what and its implications related to knowledge acquisition and developed for use in the electronic works and what doesn't about specific curricular models examines the relationship between classroom; and 4) the discipline-based exploration that associated with a particular field of technology and education, but only as it applies to issues literature does not extend into an analysis of study. Mark Windschilt states that this body of the classroom benefits students? In what crucial questions such as, how the use of the Internet in information using electronic resources? and, perhaps most ways do students find and validate tool, and how are students learning important, "In what contexts is the Web useful as an inquiry "stops short" of While I disagree with Windschilt that the literature in these contexts."3 the scholarship is currently focused addressing these questions, it is true that entirely too much of overall focus that encompasses broader issues common to all on case studies and that it lacks an levels of education and across disciplinary boundaries. for technologies continues to As this body of literature examining curricular redesign technologies in the classroom has led to a proliferation mature, in practice, the emergence of new how to use electronic resources of both online and traditional courses intended to teach students home page of the Resource Center for their research. A review of the online course links on the illustrates the types of approaches for Cyberculture Studies at the University of Maryland's information technology has shaped the college faculty have adopted to teach students how disciplines. The development of these production and dissemination of knowledge in a variety of scholars of how emerging technologies have shaped courses not only reflects a recognition among information technology offers exciting new knowledge production, but also illustrates how the curriculum and, thereby, engage opportunities to integrate active learning strategies into students in new ways. adapted from a class I co-taught The purpose of this paper is to describe a model course California. This model attempts to during the Fall 1997 semester at the University of Southern of library instruction courses in two ways. The first is to build a sense move beyond traditional 5 A Sample Approach 3 "learning community," thereby demonstrating the learners empowerment among the classroom The second purpose of the model course is to value as change agents in an information society. by current professional discourse and instill a sense of social responsibility that is informed The model is also derived from what I research related to service learning in higher education. literacy courses: a need for teaching perceive to be a missing element in most information realities of the to skills that link information literacy socially constructed relevancies society. Entitled "Information Literacy and Technology contemporary life in an information taught through the School of Engineering's Issues," the course was developed by the library and students in how to effectively use print and Information Technology Program to not only instruct sciences, humanities, and fine arts, but to electronic research resources in the sciences, social production and dissemination within the examine the underlying processes of information policy, organizational theory and social conceptual frameworks of politics, economics, public creating an information literate justice. In the model, the intersection of these two purposes, of social systems, is used to examine how student and placing that literacy within the context individuals within American society. The information technology has impacted the lives of and life-long learning opportunities expected outcome of this model is to facilitate self-discovery show in what ways learners can be and, through the participatory capabilities of the Internet, The model of a socially-constructed empowered as agents of change in a digital environment. is not applicable to all disciplines. empowerment learning strategy described in this paper information literacy program in serving However, I believe it is an essential element of any citizens in a democratic, civil society as higher education's public purpose of creating informed for the future. well as teaching an information literate workforce Information Literacy Program Resource-Based Learning and a Successful college have at least a rudimentary Most of the today's generation of students entering the Internet. Through the federal understanding of how to use new technologies such as initiative and similar state-level programs, government's National Information Infrastructure schools and libraries and, as the cost to funding has increased to help expand Internet access to affordable, more students are arriving on campus with an own a computer becomes more S Robert V. Labaree 4 home. In addition, issues such as pornography, right to awareness developed on a computer at media attention, furthering an privacy, and crime on the Internet have received considerable general public. awareness of the Internet among the of the Internet and are However, while most college students possess an awareness critical thinking skills necessary to comfortable in front of a computer terminal, most lack the Over the past four years, I have effectively apply information technology to their research. generally grounded in false observed the manifestation of this deficiency in several ways, by the absence on the Internet of assumptions about what technology can offer and nurtured traditional print resources. First, students standard forms of identification commonly found in that information found on the Internet have only a rudimentary concept of currency. Most assume unfamiliar with the hidden complexities is up-to-date simply because it is online. To someone understand. The Internet is a new of using the Internet for research, this assumption is easy to therefore, would this newness not technology that offers a new way of discovering knowledge; Unfortunately, this is made much more difficult be extended to the content of the Internet? the information was placed on the Web, because many Internet sites fail to identify at what point be added or deleted. The second when it is was updated, and when additional information may students to consider the source of observation concerns a general failure among many college is likely to be easily ascertained in information placed on the Internet. Again, this information of an attributable author to a journal traditional publications such as journals. In fact, the lack determine if the source is scholarly or not. article is generally one of the measurements used to ascertain. Many sites are supplemented On the Web, this distinction is much more difficult to moving images that detract from the with vibrant graphics, recorded sounds, and Java-scripted this information on the Web. In other cases, site act of critical thinking about who placed under several layers of links. A third observation managers have buried the information Internet is the need for students to look concerning the use of critical thinking when searching the In a traditional source hidden agendas for hidden agendas within the content of Internet pages. to? is the publication indexed? Who is the article attributable are more easily observed: Where specific organization? On a Web page, all of these Is the journal or publication associated with a perhaps most disturbing for educators, is the clues can be either hidden or missing. Fourth, and and other technologies to obtain information at fact that students frequently rely on the Internet 7 A Sample Approach 5 focused and that will maximize the expense of print and other traditional resources that are more I have the pleasure to teach, the efficiency of their research endeavors. As I remind every student fact, due to copyright restrictions, the time and not all information is available online and, in and other factors, the majority of information currently resources needed to digitalize information, exclusive reliance on the produced is still only available in traditional formats. A student's because only a narrow spectrum Internet creates gaps in their knowledge of a particular subject of their work suffers.s of information has been reviewed and the overall quality deficiencies is commonly One of the strategies that has evolved to help alleviate these approach represents a shift away referred to as resource-based learning. This library-centered active learning approach in from passive learning that relies on textbooks and lectures, to an assessing the material on which they which "students assume more responsibility for locating and the To ensure that students can make an informed assessment of will base their learning. i6 taught information literacy skills. An individual is resources available to them, they are formulate and analyze their own considered information literate if he or she possess the ability to information needs, information needs, to find and evaluate appropriate resources that match their effective research strategy, to accurately to appraise the value of these resources, to formulate an information to others, and to record and store the information, to effectively disseminate the interpret, analyze, and evaluate collected information.' learning, such Based upon detailed publications that outline the benefits of resource-based American Library Association Presidential Committee on as the 1989 Final Report of the like the National Information Literacy, and the advocacy efforts of leadership organizations devoted to promoting and Forum on Information Literacy, a coalition of over sixty organizations literacy is now recognized as an studying information literacy, the concept of information effort began in the mid-1980s, essential component of curricular reform. Although this reform volumes of information it has taken on an added urgency as the Internet has made enormous already outlined, created unique accessible to students for the first time and, as I have issues of currency and false deficiencies in assessing the value of information based primarily on in traditional resources are also assumptions that standards of identification commonly found present in electronic formats. 8 Robert V. Labaree 6 information literacy program, Most discussions concerning what constitutes a successful discipline-based curriculum, is the whether it is a stand-alone research course or an add-on to critical thinking skills, need to incorporate three interrelated criteria into the learning process: continuing, I will summarize independent learning, and a sense of social responsibility. Before literacy, emphasizing the subtle the underlying meaning of each as it relates to information the remainder of this paper. dimensions of the third segment, social responsibility, for Critical Thinking thinking, but in general, it refers to There is no universally accepted definition of critical the acquisition of knowledge. However, the cognitive linkages between the act of thinking and the Center for Critical Thinking, Sonoma I believe that Richard Paul, Director of Research at for understanding the relationship State University, offers a useful, broad-based framework describes critical thinking as "a process of between critical thinking and information literacy. He synthesizing, and/or evaluating actively and skillfully conceptualizing, applying, analyzing, reflection, reasoning, or information gathered from, or generated by, observations, experience, by illustrating in what ways communication, as a guide to belief and action."8 Paul continues of problem solving. He outlines critical thinking is actually a form of reasoning used in the act eight elements of reasoning: of what we The purpose or goal -- refers to an actively created conceptualization 1. In other words, what is the expected are attempting to accomplish as we reason. outcome of pursuing this act of reasoning? this represents the Question at issue--the problem that is trying to be solved; 2. clear understanding of how the question purpose because reasoners must have a relates to the expected outcome. all reasoning uses one Ideas or concepts--are present in all forms of reasoning and 3. communicate in a particular subject, one set of ideas or concepts. To effectively is an essential of that subject. It must learn the concepts and vocabulary component of organized thinking. things that we Assumptions--refers to the starting point of reasoning and those 4. take for granted. 2 7 A Sample Approach of information on Information, data, and facts--the act of interpreting the accuracy 5. assigning it meaning. a given subject and from the concepts and assumptions Inferences and interpretations--what is created 6. According to Paul, developing an that one brings into the reasoning situation. cognitive formula: "Because this is inference is based on applying the following information probably is so)." As we reason, we interpret the so, that also is so (or and determine for ourselves what we based on prior knowledge and experience deduce. made about the result of the Conclusions--refers to the decision we have 7. interpretations made about that information gathered, the assumptions and interpreted in its entirety. information, and the way in which it has been potentially continue forever. Only Consequences and implications--reasoning can 8. the consequences or implications of after a stopping point has been reached can understand that "all reasoning one's research be determined. It is also important to the reasoner has considered."9 has consequences or implications beyond those student's research endeavor are seven Supporting the self-assessment process of any compliment the elements of reasoning described above, widely accepted intellectual standards that carefully librarian who has asked a patron to evaluate all of which are likely to be familiar to any issue or to solve a particular problem. These the information that they are seeking to analyze an messages); accuracy to be accurate and absent of uncertain are: clarity (the need for a statement information); precision (the need for exact detail in a statement (a statement free of erroneous applicable precision); relevance (must be pertinent and since information can be accurate but lack intellectual standards but (a statement can adhere to all the above to the issue in question); depth points of view as possible as it pertains remain superficial); breadth (the consideration of as many framework of what has of looking for contradictions in the to the statement); and logic (the act in strategic use of Socratic questioning methodologies been concluded)." Combined with the in to measure the student's progress teaching, a comprehensive student assessment program in a way active learning assignments that engage students learning critical thinking skills, and frustrated, this framework illustrates the complexities that ensures they will not become bored or