In an era of the overabundance of information, it is useful to conceptualize not only what it means to know or to learn but also how we teach about information. Bruce's principle of informed learning provides a foundation for teaching about information. Bruce (2008) developed the Seven Faces of Informed Learning as a means of describing the information-use experiences of professionals and discipline experts. The Seven Faces of Informed Learning are "wisdom, extension, knowledge construction, process, control, sources and information awareness" (Bruce, 2008, p.40). This author proposes that "as we use information differently, information appears or presents itself to us differently" and that information "engages with and transforms us" (Bruce, 2008, p.53). Information from this perspective is seen as being subjective, and is highly influenced by the individual.
Bruce's principle of the Seven Faces of Learning indicates that information is not only subjective but presents itself in different ways. When we experience information as transformational, it is "an integral part of ourselves" and involves our "beliefs, values, and attitudes" (Bruce, 2008, p.53). Information experienced as subjective involves a "focus of reflection" and enhances our knowledge base (Bruce, 2008, p.53). Information that is objective and contextualized "presents itself as part of an external environment, and knowledge is required to access it" (Bruce, 2008, p.54). And information that is objective and decontextualized is primarily about "technology and sources" (Bruce, 2008, p.54). The implications of the Seven Faces of Learning for teaching about information are significant. Information is experienced and can be engaged with in different ways. Technologies that afford different ways of experiencing and engaging with information should be emphasized.
The advent of Web 2.0 technologies has greatly impacted the information seeking process, and necessitates the need for teaching about information. These Web 2.0 technologies are characterized by user-generated content and high user participation. Bruce's principle of informed learning and the ACRL information literacy standards couple together quite nicely and reflect this same theme of user-centeredness. Both principles indicate that there is a relational dynamic between information and the learner. Information is not static in this paradigm, but is evolving and builds upon previous experience.
Sources:
Association of College & Research Libraries (2000). Information Literacy Competency Standards for Higher Education. Chicago, Illinois: American Library Association.
Bruce, C. (2008). Informed learning. American Library Association.
The thing that struck me in your post was the citation of Bruce's juxtaposition between subjective information on the one hand and objective and contextualized on the other. Whereas, as you write, she equates subjective information with reflection, this cognitive activity seems to drop out when dealing with ostensibly objective and decontextualized information. It seems odd that the reflective act would apply solely to information deemed subjective (and how exactly do we even determine which information is subjective) and then somehow not apply to the other information seeking and retrieval process....In essence, I guess it's both the demarcation between subjective and objective and decontextualized (is there such a thing really as "objective and decontextualized information?") information as well as the isolation of the reflective activity on the part of the learner (and diminishment of this capacity in the process).
ReplyDelete"User-centeredness" is an excellent way to describe both the standards and Bruce's philosophies on information literacy. Much of her text refers to the relationship that the user has to the information, the frame from which the user is experiencing the information, or the goal that the user has for the information. With the advent of technology, as you suggest, users can choose how they want to relate to information and can even determine the format that best suits their learning style as well as their overall informational needs.
ReplyDeleteI think the control of information shift is fascinating too ( my dissertation is on the use of information by teen content creators). I am alos interested in the relationship between the user and the information.
ReplyDeleteThis is an interesting group - I think you are feeding of each other well in the blogs- and what I can see that you might not is that it is showing up in other work as well.