"The method of our time is to use not a single but multiple models for exploration – the technique of the suspended judgment is the discovery of the twentieth century as the technique of invention was the discovery of the nineteenth" (McLuhan, 69).
As I was home today, doing work related research on my laptop, I found that this statement by McLuhan could not be any truer. During a four hour period, I referred to photocopies of an original 1873 document (print), found the full version of the document online through Google books (internet), and spoke with a coworker on my cell phone (oral communication & technology) regarding the research. And this was all done in a short, four hour period from my bedroom. As amazing and convenient this technology is, I cannot help but think about my fellow classmate, Emily, who wondered if, "people are slave to the medium or to the information that it brings them…”
Monday, February 16, 2009
Saturday, February 14, 2009
Mediums. . .
The topic for today is medium. What is a medium? Andrea, Laurie, Emily, Suki, and I described a medium as a mechanism of delivering content. So, what does this mean?
Is it a medium?
There are various tools or mechanisms people can use as mediums. Likely, a person uses various types of mediums every day. The internet, television programs, books (print in general), oral communication, and so on, are all types of mediums. An important factor to keep in mind when thinking about mediums is the word “delivery.” For something to be considered a medium, information or some form of content must be delivered. A television with no reception would not be a medium; yet, as soon as it receives reception or delivers some other type of content (DVD’s, etc.) it becomes a medium. Let’s look at the DVD and the computer (with no internet!) for an example. The computer itself as an object would not be a medium, neither would the DVD. But, once the DVD is played on the computer, the computer then becomes a medium. Content is being delivered and received. Another example is a person who recites a poem in their head. That person would not be considered a medium but as soon as she or he recites the poem to an audience, it becomes a form of oral communication and is a medium.
Assigning value to mediums
Another important factor discussed amongst our group was the value of each medium. Is the internet the overall best medium? The unique thing about today’s informational age is how widely different types of mediums are used. Depending upon the type of content being delivered and the audience receiving the content, different mediums are going be used. For example, in a 24 hour period, I received information through a book, am preparing to deliver information (this blog) through the internet, received and shared information when I watched Jeopardy with my roommate on the TV, and attended a class where I was instructed through oral communication. Not any one of these mediums served my interest better than the other; each had a purpose and served my specific needs at that specific time.
Although a large portion of people’s entertainment, educational, informational, etc. needs are by the internet, it’s important not to forget the human element. As humans we communicate with each other; we share information and experiences, and form relationships and bonds with one another. So, while I have the ability to watch a movie on my computer tonight, instead, I think I’ll watch it on my roommate’s 36” TV where we can share in the experience together. My point is, before we start assigning a value to mediums, we need to remember the human factor and our need to connect with others around us. Will our needs as humans change in the future, that I cannot answer? For now, all I can say is that for all the advantages the internet brings us, there are some experiences and needs that, at this time, the internet cannot meet. Do you agree or disagree?
Is it a medium?
There are various tools or mechanisms people can use as mediums. Likely, a person uses various types of mediums every day. The internet, television programs, books (print in general), oral communication, and so on, are all types of mediums. An important factor to keep in mind when thinking about mediums is the word “delivery.” For something to be considered a medium, information or some form of content must be delivered. A television with no reception would not be a medium; yet, as soon as it receives reception or delivers some other type of content (DVD’s, etc.) it becomes a medium. Let’s look at the DVD and the computer (with no internet!) for an example. The computer itself as an object would not be a medium, neither would the DVD. But, once the DVD is played on the computer, the computer then becomes a medium. Content is being delivered and received. Another example is a person who recites a poem in their head. That person would not be considered a medium but as soon as she or he recites the poem to an audience, it becomes a form of oral communication and is a medium.
Assigning value to mediums
Another important factor discussed amongst our group was the value of each medium. Is the internet the overall best medium? The unique thing about today’s informational age is how widely different types of mediums are used. Depending upon the type of content being delivered and the audience receiving the content, different mediums are going be used. For example, in a 24 hour period, I received information through a book, am preparing to deliver information (this blog) through the internet, received and shared information when I watched Jeopardy with my roommate on the TV, and attended a class where I was instructed through oral communication. Not any one of these mediums served my interest better than the other; each had a purpose and served my specific needs at that specific time.
Although a large portion of people’s entertainment, educational, informational, etc. needs are by the internet, it’s important not to forget the human element. As humans we communicate with each other; we share information and experiences, and form relationships and bonds with one another. So, while I have the ability to watch a movie on my computer tonight, instead, I think I’ll watch it on my roommate’s 36” TV where we can share in the experience together. My point is, before we start assigning a value to mediums, we need to remember the human factor and our need to connect with others around us. Will our needs as humans change in the future, that I cannot answer? For now, all I can say is that for all the advantages the internet brings us, there are some experiences and needs that, at this time, the internet cannot meet. Do you agree or disagree?
Sunday, February 8, 2009
Critical literacy
Earlier this week during a classroom discussion the topic of critical literacy was brought up. The question was how critical literacy relates to our individual setting. Before I can answer this question I thought I would describe the term literacy and how public libraries need to avoid placing “value judgments” on the term.
In the past, the traditional definition of literacy was defined as the ability to read and write. Literacy has also been described as having knowledge or skill in a specified field; having or showing knowledge of literature; or being a learned person. According to the American Heritage Dictionary, for most of its history, “literate” has meant "familiar with literature," or more generally, "well-educated, learned." It was not until the late 19th century that we began to associate the term with the ability to read and write. More recently the term has been expanded from the knowledge of reading and writing to any body of knowledge. A common example of this terminology would be “computer literate,” which basically means a knowledgeable or educated person in computers.
In James Elmborg’s, Critical Information Literacy: Implications for Instructional Practice (2006), he talks about “value judgments” being placed on who is literate and who is illiterate. The term literacy has long been under debate and value judgments have been placed. We can see these judgments being placed everyday in public libraries. To reach critical literacy, public libraries have to development critical consciousness with their users. In other words, instead of judging “literacy” public libraries need to learn how to communicate with their users.
Technology has changed the way in which people acquire, process, understand, and share information. Gaming, one of the newest outcomes of technology, has become a main pastime for library users, especially in children and young adults. While in class, we had lengthy discussion about the term “literate” and rather the term can be applied to gaming. Once again, we see “value judgments” being place on what is considered literate and what is not. Technology, and yes this means gaming too, is becoming a main tool for both adults and children to acquire and process knowledge. Therefore, can libraries reach critical literacy with their users without embracing these technology tools?
"literate." The American Heritage® Dictionary of the English Language, Fourth Edition. Houghton Mifflin Company, 2004. 08 Feb. 2009.
In the past, the traditional definition of literacy was defined as the ability to read and write. Literacy has also been described as having knowledge or skill in a specified field; having or showing knowledge of literature; or being a learned person. According to the American Heritage Dictionary, for most of its history, “literate” has meant "familiar with literature," or more generally, "well-educated, learned." It was not until the late 19th century that we began to associate the term with the ability to read and write. More recently the term has been expanded from the knowledge of reading and writing to any body of knowledge. A common example of this terminology would be “computer literate,” which basically means a knowledgeable or educated person in computers.
In James Elmborg’s, Critical Information Literacy: Implications for Instructional Practice (2006), he talks about “value judgments” being placed on who is literate and who is illiterate. The term literacy has long been under debate and value judgments have been placed. We can see these judgments being placed everyday in public libraries. To reach critical literacy, public libraries have to development critical consciousness with their users. In other words, instead of judging “literacy” public libraries need to learn how to communicate with their users.
Technology has changed the way in which people acquire, process, understand, and share information. Gaming, one of the newest outcomes of technology, has become a main pastime for library users, especially in children and young adults. While in class, we had lengthy discussion about the term “literate” and rather the term can be applied to gaming. Once again, we see “value judgments” being place on what is considered literate and what is not. Technology, and yes this means gaming too, is becoming a main tool for both adults and children to acquire and process knowledge. Therefore, can libraries reach critical literacy with their users without embracing these technology tools?
"literate." The American Heritage® Dictionary of the English Language, Fourth Edition. Houghton Mifflin Company, 2004. 08 Feb. 2009.
Sunday, February 1, 2009
Here we go...
Hello, my name is Jennifer Allen and I am in Jessica Hochman’s Instructional Technology course at Pratt Institute. As a newcomer to blogging and social networking in general, I would like to apologize in advance if this blog often appears confusing, scattered, or ever worst, meaningless. That is not my intention. My goal, as I struggle to understand and let’s even say “master” new technologies, is to provide some sort of assistance to those who have similar questions or lack of understanding with technology in libraries.
I joined this course in hopes of gaining a better understanding of the uses of technology in public libraries. As a self proclaimed “old school” person, I often wonder if public libraries have lost sight of their purpose and role in society while incorporating the latest technology trends. I wonder, “Is it all really necessary or even beneficial.” Whom does it benefit? With this thought, it is my hope to improve my understanding of the various types of technological tools available and how to apply them to public libraries.
Throughout this course, my blogs will primarily focus on the usage of technology in public libraries and how it benefits the public. Questions I will be trying to answer include: Has technology at public libraries gotten ahead of its users? What is the best way technology can benefit a library? How do/can social networking tools (Facebook, MySpace, i.e.) benefit the library? How can you teach an old dog a new trick; In other words, how can an “old school” librarian, such as myself, keep up with the next generation of users and librarians?
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