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.
As you point out, both Bruce and the AASL in their own unique way posit a distinct and influential relationship between the learner and the "learned." In other words, the ways in which and the reasons that individuals approach the information seeking process determines the outcome and scope of their search. On the one hand, this seems intuitive; but on the other side of things, it gets dicey when we discuss the notion of objectivity.
ReplyDeleteFor example, you mention medical research as one example of an objective source of information that students might consult to collect data for a project. But most medical research is funded and in many cases generated by commercial interests. These corporations are interested in generating profit and engineering results and research that will facilitate and expedite those profits, rather than a pursuit of "truth", per se. In terms of how I translate this into information literacy instruction (and this is my particular postmodern/post-sreucturalist pedagogical and philosophical orientation coming out), I think it is crucial to emphasize that all information emanates from very particular world views, is generated by and disseminated for a host of conscious and unconscious intentions, and integrally and inherently linked to a complex framework for understanding the world that informs both the content and the medium of information delivery. If I can teach this to my students (though this is, of course, as I noted above, my own subjective slant on the world), then I feel like I have contributed to the process of "informed learning" as I understand and define it....
Your blog raised several good points this week, but two really stood out for me. One was your belief that the most important concept in Bruce is the individual's relationship with information. My takeaway from the Bruce readings so far shares in this assessment. I also like that you stated that a relationship with information can be personal and fluid. My experience with information most definitely supports this assertion. Your blog points to the relational importance of the individual and information. As more information is experienced digitally, it will be interesting to see how this changes the individual's relationship to the information.
ReplyDeleteOn a more personal note, just wanted to let you know that I really look forward to your blog. You always do a great job of synthesizing the concepts that we are working on for that week, and in a succinct way. Thanks for that!
I keep thinking about the idea of transformative information-- the Christine Bruce quote you mentioned was one I have also been examining. I believe that information does transform us, whether we want it to or not. For example, after learning that the custodian at my school uses the toilet brush first to clean the toilet, and then to clean the sink, I began washing my hands in the staff lunchroom before lunch instead of the bathroom. I am reminded of the quotes, "Ignorance is bliss" and "Knowledge is power". Oftentimes I am perfectly happy being ignorant, because of the weight of responsibility that can accompany knowledge. The transformative power of information guides us to analyze our choices and make informed decisions to either change our behaviors or accept the ugly truth-- we are to lazy or uninspired to make change. Change is not a comfortable experience and some people are more willing to accept it than others-- often as we grow older we become less willing to change. Is this because younger people are encountering new information more frequently?
ReplyDeleteOne of the things that came out of this groups blog posts and reflections was how you located informed learning concepts in an advocacy position/worldview. This notion that information is transforming connected to a ethical/social justice stance of personal growth. (Think transformative window -GeST). I think Rachel made an important point about recognizing information as created by someone/thing with a particular interest, and the 'knowledge is power'/'ignorance is bliss' tension is worth further exploration. One final comment is the connection between informed learning and AASL standards was a Mike suggested a nice succinct view - well done.
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