Thus far we have worked hard at defining knowledge, learning, and information. It is now the task to relate how we conceptualize learning and as teachers how do we teach about information. In her book titled Informed Learning, Christine Susan Bruce divides information literacy skills into what she refers to as “The Seven Faces of Informed Learning” (Bruce, 2008, p. 40). Each of the faces focuses on different ways that information is used to enrich our lives. The broad categories for the seven faces are: wisdom, extension, knowledge construction, process, control, sources, and information awareness. Bruce uses these categories as a frame of reference for specific types of skills a librarian would use to teach students how to use library resources for educational or personal exploration. However, I would argue that it is the individual relationship with information that is the most important concept discussed in Bruce’s work.
The relationship with information can be very personal and fluid. “We engage with and transform information; information engages with and transforms us” (Bruce, 2008, p. 53). Our relationship with information is not static and as we gain more information on a subject our goals in searching may change with the knowledge we have accumulated. Information can be transformational and thus become a part of ourselves and affect our values or beliefs (Bruce, 2008). As researchers we can also experience information in a subjective manner to be evaluated by us and interpreted based upon our preconceived notions and belief systems (Bruce, 2008). Hot topics such as stem cell research, abortion, or gun ownership rights are examples of subject areas that may be viewed subjectively when researched. Knowledge gained is filtered through the researchers own lenses of the world and is also highly dependent upon the biases of the sources providing that information. Finally, information can be parsed in an objective and contextualized manner or objective and decontextualized manner (Bruce, 2008). Objective information may be the kind of factual research one does on a person, place, historical event (not a personal narrative) or topic. Research on medical conditions, information that includes data and reports the information, but does not use the data to influence a person to a certain point of view, is objective and contextualized. The abilities to use a variety of sources, technology, and how to find information in general are objective and decontextualized skills.
Although Bruce’s ideas are conceptualized differently, they are very similar to the skills that the American Association of School Libraries (AASL) promotes in their document on Standards for the 21st-Century Learner. The abilities outlined in the standards to 1. inquire, think critically and gain knowledge 2. draw conclusions, make informed decisions, apply knowledge to new situations and create new knowledge 3. share knowledge and participate ethically and productively as members of our democratic society and 4. pursue personal and aesthetic growth all fit within the Seven Faces of Learning mentioned above (American Association of School Librarians, 2007). The standards are simply differently phrased statements referring to the same goals of wisdom, information awareness, extension and knowledge construction, and etcetera that are mentioned above. The relationship that each individual has to the information, and thus what they hope to gain or use the information for (i.e.: to share knowledge or pursue personal growth) dictates which of these skills they are meeting from the standards.
*Note: Much of this blog is a reprinting of this author’s previously submitted paper on informed learning and information literacy as the concepts for this week’s blog triggered similar thoughts and ideas :-)
References
American Association of School Librarians (2007). AASL standards for the 21st century learner. Chicago: American Library Association.
Bruce, C.S. (2008). Informed learning. Chicago: Association of College and Research Libraries.
