I woke this morning and found reference to this blog in my aggregator.
I wish people would put their names on their blogs. I assume that the blog was written by Rob Darrow, because that the name in his URL, but I’m not sure. This Rob Darrow’s blog also resonated with me, because of one of the sessions I did yesterday at NCETC. It was a session about wikis, and I mentioned Wikipedia as an atypical example of a blog, and people started asking questions about validating Wikipedia articles.
Anyway, it was an interesting post that made me think. He said…
The other day, David Warlick posted the statement â€œItâ€™s not about the technology, itâ€™s about the information.â€ He received some responses from others who questioned if information was knowledgeâ€¦or when information becomes knowledge. I would agree with him that it is in the use of information that one constructs knowledge.
This made me think. Itâ€™s another reason we should be concentrating more on the information and lesson the technology, that its through the manipulation of information (on many different levels) that results in knowledge. It isn’t the technology thatmakes knowledge. Technology is merely one tool or lens that we use todo the manipulating.
The writer went on to say
Knowing which information is important to use to construct that knowledge is called information literacy.
I believe that it is literacy. I believe that the ability to expose the value of the information that we read is as important, as critical, as being able to read it. Until we come to realize that there is one literacy (skills involved in using information to accomplish goals), rather than lots of literacies (reading, information literacy, digital literacy, computer literacy, blah blah blah), we will not be giving appropriate attention to any of them.
As adults, most of us have a natural information filter that causes us to determine which information is important and which is not. Students do not automatically have this filter which is why it is important to teach students information literacy skills and utilization of information literacy models such as the Big6….
I think that this is also why we teach history, and science, and health. It’s our expanding world view that helps us to intuitively see what is likely and what is not likely. But it’s one of the things that is wrong with the way we have been forced to teach these things. Students are measured on how much history they have been taught by how many fact-based questions they can answer — and there is nothing wrong with this as one measure, so long as it does not suck up all of the learning time and all of the learning resources.
If students are to learn to be intuitive filters, then it happens when they spend time not just learning history, but learning what historians do. Not just learning science, but learning what scientists do. Then learning becomes a human experience, drawing on human curiosity, human communication, human resourcefulness — not just brute memorization.
Thanks mystery blogger.
Deerbourn. “Evan the Archeologist.” Deerbourne’s Photostream. 1 Sep 2005. 30 Nov 2006 <http://flickr.com/photos/bloodstone/39404322/>.
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