DOCUMENT RESUME IR 019 731 ED 433 005 Adler, Richard P.; Breivik, Patricia Senn AUTHOR Information Literacy: Advancing Opportunities for Learning TITLE in the Digital Age. A Report of The Aspen Institute Forum on Communications and Society. Aspen Inst., Queenstown, MD. INSTITUTION ISBN-0-89843-262-6 ISBN 1999-00-00 PUB DATE 55p.; For the report of the 1997 meeting, see ED 422 889. NOTE Aspen Institute, Publications Office, P.O. Box 222, 109 AVAILABLE FROM Houghton Lab Lane, Queenstown, MD 21658 ($12); Tel: 410-820-5326; Fax: 410-827-9174; e-mail: [email protected]; Web site: http://www.aspeninstitute.org Descriptive (141) Reports PUB TYPE MF01/PC03 Plus Postage. EDRS PRICE Access to Information; Conferences; *Educational DESCRIPTORS Development; Elementary Secondary Education; *Information Literacy; Information Skills; Information Technology; Postsecondary Education; *Role of Education; Teacher Education; Technological Literacy; Users (Information) Aspen Program on Communications and Society; Technology Role IDENTIFIERS ABSTRACT This report is an informed observer's interpretation of the discussions that took place at the 1998 annual meeting of the Aspen Institute's Forum on Communications and Society (FOCAS). It summa;:izes the inquiry made by FOCAS members into the many issues surrounding information literacy, including what information literacy is, why we need an information literate society, measuring information literacy, and how schools, business, and governments can work together to promote information literacy. Following the summary of deliberations, the report outlines six initiatives suggested by FOCAS members that might be developed further to advance the cause of (1) take idea information literacy. The proposed initiatives include: (2) assess and hold leadership to promote awareness of information literacy; educators and political leaders at all levels accountable for students' (3) give teachers the preparation and proficiency in information literacy; (4) involve parents more deeply in support they need to do a better, job; (5) develop a dramatically different their children's education; technology-based educational alternative; and (6) increase funding for research in education and information literacy. The appendix includes an "Information Literacy Background Paper," a list of conference participants, author biographies, and a brief description of the Aspen Institute Communications and Society Program. (AEF) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Information Literacy: 'Advancing Opp tsurtufities for Learning in A Report of The Aspen In Forum on Conummica Richard P, Adler, PERMISSION TO REPRODUCE AND U S DEPARTMENT OF EDUCATION DISSEMINATE THIS MATERIAL Office of Educational Research and Improvement HAS BEEN GRANTED BY ED CATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as S.Ralston received from the person or organization originating it Minor changes have been made to improve reproduction quality TO THE EDUCATIONAL RESOURCES ° Points of view or opinions stated in INFORMATION CENTER (ERIC) this document do not necessarily represent official OERI osition or polio nv 2 ESltglimonj-AB LE Information Literacy: Advancing Opportunities For Learning in the Digital Age A Report of The Aspen Institute Forum on Communications and Society Richard P. Adler Rapporteur ASPOST=E THE Communications and Society Program Charles M. Firestone Executive Director Washington, DC 1999 3 To purchase additional copies of this report, please contact: The Aspen Institute Publications Office P.O. Box 222 109 Houghton Lab Lane Queenstown, Maryland 21658 Phone: (410) 820-5326 Fax: (410) 827-9174 E-mail: [email protected] For all other inquiries, please contact: The Aspen Institute Communications and Society Program One Dupont Circle, N.W. Suite 700 Washington, D.C. 20036 Phone: (202) 736-5818 Fax: (202) 467-0790 Charles M. Firestone Amy Korzick Garmer Executive Director Associate Director Copyright © 1999 by The Aspen Institute The Aspen Institute One Dupont Circle, N.W. Suite 700 Washington, D.C. 20036 Published in the United States of America in 1999 by The Aspen Institute All rights reserved Printed in the United States of America ISBN: 0-89843-262-6 Bin No. 99-017 Contents FOREWORD v INFORMATION LITERACY: ADVANCING OPPORTUNITIES FOR LEARNING IN THE DIGITAL AGE, Richard P Adler Introduction 1 An Exploding Universe 2 What Is Information Literacy? 5 Information Literacy and the Schools 9 New Initiatives 13 Conclusion 19 Notes 19 APPENDIX Information Literacy Background Paper, Patricia Senn Breivik 23 List of Conference Participants 39 Ackonwledgments 41 About the Authors 43 The Aspen Institute Communications and Society Program 45 Foreword A healthy democratic society requires a literate citizenry. But what is an informationally literate citizenry in the information age? The ability to locate, organize, evaluate, and communicate information takes on new urgency in a world driven increas- ingly by information and the technologies developed to create, distribute, and manage it. Properly understood, information lit- eracy goes beyond access to the technology itself and address- es barriers to full, effective, and knowledgeable participation in an information society. The need to address information literacy as an important soci- is strong and immediate. Individuals and families etal issue increasingly need sophisticated information skills and knowledge to take advantage of educational opportunities; to apply for gov- ernment services or student loans; to manage their health care, finances, and retirement investments; to participate in the political process; and otherwise to make the choices that affect their lives. Those who are least able to navigate the channels of information will continue to fall further behind as information and the knowl- edge that it yields become the currencies of success in society. Information literacy is equally important to our economic well- being. Continued growth in markets for communications and information goods and services will hinge on a public that is adept at incorporating information into all aspects of daily life and for using information and technology. adopting new skills Businesses already are experiencing the troubling effects of a workforce with inadequate information and technical skills and are having to invest significant resources in employee training and remediation. Large segments of the population in the United States today do not have access to an adequate array of information resources. Moreover, such individuals often do not know how to use those Vi INFORMATION LITERACY resources effectively. This knowledge deficiency extends beyond understanding how to access and use hardware and software resources to learning how to adapt and expand critical thinking and communication skills. The Aspen Institute Forum on Communications and Society The Aspen Institute's Forum on Communications and Society (FOCAS) met in Aspen, Colorado, in August 1998 to explore the nature of literacy in the digital age and to consider collaborative strategies that might be undertaken by the public and private sec- tors to overcome barriers to more widespread information literacy. Specifically, FOCAS participants started to identify the necessary leverage points in society where new learning and partnerships could improve access to information and quality learning oppor- tunitiesand ultimately improve the level of information literacy. FOCAS is a chief executive officer (CEO) -level body that is con- vened annually by the Aspen Institute to address subjects relating to the societal impact of the communications and information sec- tors. FOCAS seeks to find ways that communications and infor- mation technology can be employed to improve society, first by taking a critical look at how advances in these fields will affect traditional democratic values and institutions and then by asking what policies the private and public sectors should pursue, indi- vidually and collectively, to foster a better and more democratic society. In previous years, FOCAS members have addressed the difficult issues of wiring schools and teacher training, lifelong learning, and employability and the changing employment rela- tionship. Because the FOCAS process is geared toward the cre- ation of innovative solutions to societal problems, each meeting has yielded a set of recommendations for collaborative actions that are extremely helpful for understanding the underlying issues and the roles that individuals, corporations, public sector organi- zations, and governments can play in improving society. In addressing the issue of information literacy, FOCAS members were guided by a desire to see the benefits of information and new technologies enjoyed more broadly by individuals and throughout society by enhancing: Foreword vii skills for basic self-sufficiency; participation in economic, political, and social life; overall quality of life; adaptability to change; a sense of achievement and self-fulfillment; and the promotion of democratic values (e.g., pluralism). The Report This report is an informed observer's interpretation of the dis- cussions that took place at the 1998 annual meeting of FOCAS CEOs in Aspen. (A list of participating FOCAS members appears in the appendix.) Following the summary of deliberations, the report outlines six initiatives suggested by FOCAS members that might be developed further to advance the cause of information literacy. These suggestions are only a few of the many collabora- tions that are possible. Some are already being tried; others require further development. They are offered here to stimulate further discussion regarding the most workable solutions to the problem of information literacy. The strategies for greater infor- mation literacy include the following: Take idea leadership to promote awareness of information literacy (including the formation of a national commission to study the impact of information technologies on society). Assess and hold educators and political leaders at all levels accountable for students' proficiency in information literacy. Give teachers the preparation and support they need to do a better job. Involve parents more deeply in their children's education. Develop a dramatically different technology-based educa- tional alternative. Increase funding for research in education and information literacy. Viii INFORMATION LITERACY We should emphasize that this report is one person's interpre- tation of the conference. We caution the reader that although the record may demonstrate general consensus on some issues, the statements made in this report should not be taken in any way as the views of any particular participant or organization unless oth- erwise noted. Additionally, although FOCAS members make every attempt to attend the annual meeting, there are times when indi- vidual members are unable to do so, and their membership in FOCAS should not be construed as representing their assent to the material in this volume. As Richard Adler states in his report of the conference, at the beginning of the meeting there was a certain level of discomfort with the phrase information literacy, largely because it takes a familiar termliteracyand adds a modifier that is both vague and complex. To make the search for a definition more manage- able, participants began by addressing two fundamental questions that underlie the discussion of information literacy: What is the role of information in the lives of individuals, organizations, and institutions? How, if at all, is this relationship changing as new communications and information technologies take hold? Discussion of these questions ultimately yielded the suggestion of a national commission to explore the social significance of the Internet and other new technologies in a civil society. The discussion then shifted to the barriers that impede the acquisition of the knowledge and skills required to deal effec- tively with information in its myriad forms, especially digital. The discussion hearkened back to previous FOCAS discussions on learning and technology. In fact, one of the agreements that emerged from the 1997 FOCAS meeting (detailed in the Aspen publication, Jobs, Technology, and Employability: Institute "need to do Redefining the Social Contract) was that schools more than simply provide their graduates with specific technical skills. Perhaps the most important skill that students need to pre- pare themselves for what lies ahead is to 'learn how to learn." The pivotal role of the nation's public school system in promot- ing the skills necessary for information literacy was debated at length. Participants suggested initiatives for working within the formal educational system (e.g., giving teachers the preparation Foreword ix and support they need to do a better job, and holding educators and political leaders at all levels accountable for students' profi- ciency in information literacy), as well as the more radical idea of creating a dramatically different technology-based educational alternative (the BEST school proposal) that would address the need for information literacy in education. Acknowledgments Many people have made significant contributions to the 1998 Forum on Communications and Society. We are especially grateful to FOCAS co-chairs Reed Hundt and Eric Schmidt for contributing their considerable expertise, talent, and insight to the preparation and execution of the 1998 forum meeting. We appreciate the ener- gy and efforts of the participating FOCAS members who convened in Aspen: C. Michael Armstrong, Zoe Baird, James Barr, Asa Briggs, David Britt, Jolynn Barry Butler, John Doerr, Ira Fishman, Stanley Hubbard, Reed Hundt, Michael Jordan, William Kennard, Charles B. Knapp, Michael 0. Leavitt, Edward Markey, William Milliken, Peter Price, Rebecca Rimel, Eric Schmidt, Kurt Schmoke, Mark Warner, and Lois Jean White. We also thank Martin Ernst of Harvard University's Program on Information Resources Policy, who served as our resource participant. Other FOCAS members who have been supportive of the project but who were unable to attend the meeting in Aspen include: Robert F. Chase, Henry Cisneros, Nancy Cole, Ervin Duggan, John S. Hendricks, Ron Kirk, Gerald Levin, Sol Trujillo, and Raul Yzaguirre. Prior to the annual meeting of FOCAS CEOs, a preparatory ses- sion was held in April 1998 at the Wye River Conference Centers in Maryland. There, designated representatives of FOCAS mem- bers and additional experts helped us understand better the issue of information literacy and design an agenda for the annual meet- ing. We sincerely value the contributions of the following atten- dees at the preparatory session (a complete list, with organiza- tional affiliations, appears in the appendix): Peter Bankson, John Buffalo, Harold C. Crump, Michael Eisenberg, Maggi G. Gaines, Doris McCarter, Virginia Gehr McEnerney, Bernadette McGuire- Rivera, David Morse, John Orlando, Nancy Pelz-Paget, Andrew S. Petersen, Marilyn Reznick, Arthur Sheekey, and Timothy Walter. 10