The objective of this paper is a reflective discussion on the validity of the construct Information Literacy in the perspective of changing information and communication technologies. The research question that will be answered is: what is the impact of technological developments on the relevance of the Information Literacy concept? Technological developments that will be discussed are: - content integration (federated search engines) - amateur publishing (user generated content) - use of social networks to find information - personalisation and push technology - loss of context / fragmentation of information. Research methods: desk research and critical analysis of the results that were found. The analysis of the influence of the discussed technologies on the Information Literacy concept is represented by arrow diagrams. Findings: The Information Literacy concept refers to a set of sub skills varying from retrieval skills to critical use of scholar information. Changing technologies reduce the significance of the more instrumental sub skills of the Information Literacy concept. On the other hand, higher order cognitive skills (for instance critical evaluation of resources and analysis of content) become more and more important for students and professionals who try to solve their information problems. The paper concludes with a description of the facets of the Information Literacy concept that need extra attention in the education of the knowledge workers of the future. [De hier gepubliceerde versie is het 'accepted paper' van het origineel dat is gepubliceerd op www.springerlink.com . De officiële publicatie kan worden gedownload op http://www.springerlink.com/content/n32j3um878720h40/abstract/]
The objective of this paper is a reflective discussion on the validity of the construct Information Literacy in the perspective of changing information and communication technologies. The research question that will be answered is: what is the impact of technological developments on the relevance of the Information Literacy concept? Technological developments that will be discussed are: - content integration (federated search engines) - amateur publishing (user generated content) - use of social networks to find information - personalisation and push technology - loss of context / fragmentation of information. Research methods: desk research and critical analysis of the results that were found. The analysis of the influence of the discussed technologies on the Information Literacy concept is represented by arrow diagrams. Findings: The Information Literacy concept refers to a set of sub skills varying from retrieval skills to critical use of scholar information. Changing technologies reduce the significance of the more instrumental sub skills of the Information Literacy concept. On the other hand, higher order cognitive skills (for instance critical evaluation of resources and analysis of content) become more and more important for students and professionals who try to solve their information problems. The paper concludes with a description of the facets of the Information Literacy concept that need extra attention in the education of the knowledge workers of the future. [De hier gepubliceerde versie is het 'accepted paper' van het origineel dat is gepubliceerd op www.springerlink.com . De officiële publicatie kan worden gedownload op http://www.springerlink.com/content/n32j3um878720h40/abstract/]
Media literacy is an important element in countering the harmful effects of dis- and misinformation. To date, the main perspective on media literacy can be described as a ‘liberalist’ view of media literacy, focused on the nature and source of individual messages (Phillips and Milner, 2021). In this approach, media literacy initiatives mainly focus on equipping ‘citizens with the necessary skills to make sense of the message they read, see and hear’ (Phillips and Milner, 2021: 151). In this paper, we report and reflect on the insights from the project “Putting Disinformation on the Map” in which we use creative, participative, visual and digital methods to understand how we can expand our understanding of media literacy. A central question to our inquiry is how to situate yourself in a media landscape which is inherently interconnected, networked and interdependent, also understanding yourself as a contributing actor.
De Gerrit Rietveld Academie wil met de Impulssubsidie een uitbreiding en versterking van haar onderzoek-infrastructuur doorvoeren door het aanstellen van: 1: een coördinerend-onderzoeker die een organisatieplan en een programma voor een onderzoekscluster 'materialen' gaat ontwikkelen (280 uur, schaal 11) 2: een coördinerend-onderzoeker die een organisatieplan en een programma voor een onderzoek-ontwikkelcel 'ecologie en duurzaamheid' gaat ontwikkelen (200 uur, schaal 10) 3: Twee voortrekkers die de opdracht krijgen om de wisselwerking tussen onderzoek en onderwijs te versterken, zij stimuleren de ontwikkeling en implementatie van nieuwe vormen van derde cyclus onderzoek binnen de academie en ontwikkelen een doorlopende leerlijn daarnaartoe (240 uur elk, schaal 11)
