Information Has Value

In this frame we looked at different issues regarding the ethical and fair use of information. We learned about fundamental principles of information ethics and how information ethics relate to intellectual property and copy right.

This lesson helped me to know the difference between plagiarism and copyright infringement. I was also introduced to a concept of fair dealing which deals with the author's moral rights. 

 http://fairuse.stanford.edu

The right to privacy which is challenging in an online environment was also highlighted.I got to know that my searching habits are tracked and an online profile is being created. The following article confirmed what was discussed in class:

http://www.nbcnews.com/id/3078835/t/online-privacy-fears-are-real/#.ViD2CCu1d8c

The following dimensions of information value were discussed:

as a commodity

as means of education

as means to influence, and

as means of negotiating & understanding the world.

We were also introduced to Creative Commons, a platform which was developed to allow people to share and  control. Through a group activity we learned how to search for, evaluate and use Creative Commons licensed content.

 The Information Literacy course was an eye opener, although I am doing information literacy training on a daily basis as a librarian, I did this in an unstructured manner. Through this course I also got to understand different learning theories, knowledge practises and dispositions. 

My understanding of the Information literacy framework will enable me to design information literacy programmes that are student.

Authority Teaching Scenario

Use Web evaluation tools to examine a credible website that will provide accurate and reliable information on Nelson Mandela, bearing in mind the user (e.g. grade, mother tongue, reading level) and in the case of learners, the curriculum. 

Activity

Use any search engine to find information on Nelson Mandela, use the following questions as a guide in choosing a website that will have reliable information.

Authority: Who owns the web site and why?

·         Are the author’s name and email address evident?

·         Is the site connected with a major institution or organization

·         Is the authors an expert in the field?

·         Is the purpose of the site stated clearly?

·         Is personal information requested from the user?

·         Domain?

·         About us?

·         Contact details?

Learning Outcomes/ Knowledge practices:

•      Students should be able to define different types of authority such as subject expertise (Scholarship), society position (public office or title), or special experience (participating in an historic event)

•      Use markers of authority to determine the credibility of sources

•      Recognise that authoritative content may be packaged formally or informally and may include audio, visual an non-print sources

 Information Creation as a process

 This is a  process of presenting information  in a format that is  more understandable to the user.  Due to budget constraints we may not always have the format that is preferred by the user, hence the repackaging of information.

As an information professional my duty is to deliver the right information in the right format to the right person at the right time.

Research topic: How has the internet affected the information behavior of postgraduate students at UWC.

Bellow is a link to a professional blog on information behavior:
 

http://blog.lboro.ac.uk/cim/a-new-model-for-multitasking-information-behaviour-on-web-and-its-contribution/
 This informatio was transferred to  google slides to make it more readable to the user.



https://docs.google.com/a/myuwc.ac.za/presentation/d/1wUb1k5jYgcS2lGK_sH_c-hiShk3u-6_SqAbc2xJ6Oac/edit?usp=sharing

RESEARCH AS AN INQUIRY  

The purpose of higher education is to produce confident, independent, autonomous individuals who are able to actively participate in society through continuous development and lifelong learning. The Information Literacy module was developed to promote independent thinking and the student’s ability to interpret knowledge and make final judgments. As I work through this module I am discovering that its content and assessment methods have been adapted to encourage my participation and involvement as a student.

The previous lecture was based on the “research as an inquiry” frame

``Research is formalized curiosity. It is poking and prying with a purpose.'' (Zora Neale Hurston)

The Concise Oxford Dictionary (1982) defines research as ``careful search or inquiry after or for or into; endeavour to discover new or collate old facts etc. by scientific study of a subject''. In other words, research is a systematic process of collecting, analysing and interpreting information (data) in order to increase our understanding of the phenomenon about which we are interested or concerned (Leedy & Ormro 2005:2). From another perspective, research is the method used to add to knowledge in a field of discipline. We need to understand how to carry out research and what qualifies as good research both in the workplace and in our studies.

A teaching scenario for the Frame “Research as Inquiry.”

Conduct a research and submit a research report on : how the internet has affected the information behavior of post-graduate students at the University of the Western Cape

1.      What is the use of electronic resources compared to print sources?

2.      Where do postgraduate students access the electronic resources?

3.      Which online resources do postgraduate make use of?


Activities
-Students must identify the key concepts to find the relevant information on the topic, use the library catalogue and use sources that are in different formats.

-Write a background and an introduction to justify why is it necessary to conduct this research.
-Literature review to ascertain what are the findings of  other researchers who conducted the same report.
-Conduct interviews with post-graduate students.
-Use the library statistics to check the usage of the online resources.
-Present and analyse the data that you have gathered.
-Conclude and make recommendations for future.

Learning outcomes

Students must be able to:

Ø  Explain how research can contribute to the growth of knowledge in the field of information science

Ø  Analyse a range of research paradigms in order to gauge their appropriateness to the field of library and information science

Ø  Conduct and present a literature review using a variety of information sources

Ø  Evaluate and decide on the appropriate research methods to solve different research problems

Ø  Apply the principles and theories of conducting research projects

Ø  Use statistical tools to organise ,summarise and interpret data
Ø  Write and present a research report

How the activity relates to knowledge practice or disposition

Part of what students will learn in this activity is how to carry out research.

This entails the identification of a research problem, selection of a methodology to investigate it, analysis of the data and the writing of a research report. The second thing that they will learn, which is equally important, is how to evaluate research and what the criteria of good research are. Most articles and books that students read as part of their studies or for work purposes are based on research, and they need to be able to evaluate whether or not that research meets the criteria of good research. Students will make decisions based on other people's research and conclusions. If they are not able to evaluate the research for themselves, then it is very easy to make flawed and faulty decisions.

Scholarship as a conversation

1. Topic: Facebook as a learning tool or distraction.
2. Learning outcomes:
-Students must understand that no problem stands alone
-understand that they can also take part in the conversation, they belong to the disciplinary community and their views also count.
-Understand information as a commodity.

3. 1. Activity: Find two articles that are:

• for Facebook as a learning tool and 
• against Facebook as a learning tool, that is where Facebook is seen as a distraction

Divide yourselves into two groups  one group must support the Facebook as a learning and the other group must argue that Facebook is a distraction. The information from the journal articles must be used to support the arguments of both groups, power point presentation in class.

3.2 Comment on three professional blogs where Facebook is used as a learning tool.

2.3 Use the APA style to cite all the sources that you have consulted for the exercise.

4. 1. Students will learn that there has been a debate about Facebook

2. Be able to participate in the discussion

3. Be able to acknowledge information sources 

Threshold concepts

A very interesting  phrase, I assumed that the Information Literacy module will be about information retrieval and off course the ethical use of information. To my surprise this course is more that, i am learning new vocabulary and i am able to evaluate my way of thinking. 

I  may have grasped the threshold  concept in librarianship which is information but the role of the librarian is changing now, librarians have to participate actively in the educational process rather than gathering and disseminating information to the users. This course is equipping me with teaching skills that are needed when conducting training and workshops to users.

The image below defines the threshold concept in a simple and understandable manner.

  
 



http://image.slidesharecdn.com/thresholds2014keeferthresholdconceptsandpostgraduatestruggles071014v12-140710032840-phpapp02/95/threshold-concepts-and-postgraduate-struggles-the-development-of-a-framework-to-support-learners-through-doctoral-liminality-3-638.jpg?cb=1404963046

Learning theories

The lesson was very informative, for me it went beyond the 'train the trainer' concept but provided me with a chance to think how do i learn. I categorised myself under   cognitive and constructive theories.

I tend to analyse new information before I can accept it. I also struggle to commit to something that i do not understand. So the cognitive theory appealed to me as i finally understood how i learn.

I identified with the constructive theory, I believe in being an active participant in learning. The department of educational in South Africa opted for this theory in order to ensure that learners are taught a variety of skills that are needed to succeed in life , hence the Outcome Based Education system (OBE).