The information environment
How does the behaviour of information affect how we communicate, learn and use information?
This module broadened my understanding of what constitutes 'information'. The nature of information is complex and dependent on the perception, purpose and context for which it is being used (Fitzgerald, L. 2017). For example, the raw binary data passed through an Internet cable is very different to a government department memo; these pieces of information take different forms and have different purposes. It is important to identify the purpose of the information so that it can be communicated and used most effectively.
Information is a valuable commodity in our modern society, and in the developed world, information is easily accessible (Fitzgerald, L. 2017). This has powerful implications for education, with students able to access endless information via an Internet connection. However, in today’s digital age, information’s rapid development and integration into our daily lives, combined with its multiplying nature have led to information overload (Fitzgerald, L. 2017). There appears to be an unprecedented number of ways to communicate, particularly in the electronic and digital sphere. The Internet, email, instant messenger, social media such Facebook, Instragram, allow us to access information and communicate at an exhaustive rate. With the invention of increasingly portable computer devices smart phones, anyone with phone reception is able to access the latest news or to communicate with friends and family. Global positioning technology even allows parents or un-trusting partners to track people using their phones; handy yes, but also a little disturbing.
Therefore, with so much information available, it is essential that students be taught how to be safe and effective information users. This could range from how to use the Internet safely, how to search for and locate information or how to selecting the most appropriate digital and print resources. Overall though, in a digital environment where information can be created and shared by anyone, it is essential that students be taught how to be ethical and critical consumers of information. Teacher Librarians can play a lead role in developing students information literacy.
References
AEW. (2008). Community of practice: Part B. The Information Hierarchy.
Davenport , T. H., & Prusak , L. (2000). Working knowledge : how organizations manage what they know. Boston, MA : Harvard Business School Press. Seminal work.
Fitzgerald, L. (2017). The Information Environment [ETL401 Module 2]. Retrieved 5 March 2017 from Charles Sturt UNiversity website https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_23912_1&content_id=_1380446_1
Notes on Module 2.1
Information is a broad term that can include date, knowledge or entertainment
Our definition of information is influenced by our own perspective, the purpose and the context on which it is being used
A SEMANTIC information definition is concerned with meaning, focused on the message
A CLASSIC information definition is concerned with energy or matter, for example data flow
The data-knowledge continuum provides a framework by which to organise information between chaos and wisdom (AEW. 2008)
Raw data --> Information --> Understanding --> Knowledge --> Wisdom
Information is a valuable commodity in most developed societies
Information differs from other traded goods because it it inconsumable, nontranferable, indivisible, acculmulative
The amount and availability of information in our modern world can lead to an information overload