This journal article discusses the need to be literate with technology. It discusses the fact that, as a society, we get more and more information thrown at us daily. It comes at us in every venue of life, whether that be professional or personal. Because of this increase in access to knowledge, the personal filtering system of finding fact from fiction is increasingly important.

The text states that information literacy is highly connected to information technology, which is an interesting concept to me. Information literacy is being able to find the information you need, using the technology that is currently available, whether that is through a computer or other systems. It also consists of being able to mold and use the information that is retrieved. Information literacy is based in the information, where information technology is based in the technological aspects of finding the information. The information technology sector understands the ideas and functions the technology plays to access the data. Information literacy is extended through the technology, but is not reliant on it.

The goal of the informationally literate is to be a lifelong learner. This kind of literacy deals with seeking out useful knowledge from the vast field of information. Online and in-person classes should be comparable. The faculty and administration should be actively involved to make sure that the learning is similar in nature. It seems to me that online learning has more potential capabilities in creating these so-called life long learners, because the student can explore more on their own. In a traditional classroom, a student is less likely to ask a question, for fear that he/she will sound unintelligent. With distance learning, a private email can be carefully constructed, and discreetly sent.

The charge for instructors is to create an environment where students are free to creatively discover the answers to their questions. Critical thinking skills are more important. I believe that problem solving skills are lacking in many programs here at BSU. After landing in my tenth (and final) major, I have found a program that doesn't require you to spit back the sole solution that is listed in a book as the Truth (the capital T is not accidental). I think that technology has had some negative effects on education in the fact that Americans often want to find the quickest, easiest solution. The learning process is answer driven, not understanding driven. I think this is what is meant when the text states, "Guided by faculty and others in problem-based approaches, students reason about course content at a deeper level than is possible through the exclusive use of lectures and textbooks." I would personally like to get rid of textbooks for many of my courses, and have required readings from online sources, such as we have in this course.

Enough of that soapbox…

There are standards in place that students should be able to complete. There should be room for fluctuation between disciplines, based on their area of expertise. The five standards the authors list are to:

1) identify the kinds of information available, as well as the inherent biases the information may contain.

2) access appropriate information for researching in an economical manner, including the ability to refine the searches

3) identify if a source is legitimate and to compare it to the student's knowledge and value systems, and be able to settle intellectual differences

4) use information to accomplish a purpose

5) understand the implications of using information ethically and legally.

I assume that we as juniors and seniors at a public, accredited university, should be able to perform these tasks without much problem. If a university cannot live up to these standards, do they have to complete the accreditation process again, after being placed on a probationary period? What is done if these standards are not upheld? Who is policing them, and to what extent? If anyone has the answer, please let me know.

John