This document discusses information literacy and the ethical use of information. It defines information literacy as having four key skills: recognizing when information is needed, locating and accessing information, evaluating information sources critically, and incorporating information into one's knowledge. An information literate person can determine how much information they need, access it efficiently, evaluate sources, and use information effectively. The document also discusses information needs, the communication of information, and outlines four principles for the ethical use of information: giving credit to sources, practicing due diligence, respecting privacy, and separating facts from opinions.
This document discusses information literacy and the ethical use of information. It defines information literacy as having four key skills: recognizing when information is needed, locating and accessing information, evaluating information sources critically, and incorporating information into one's knowledge. An information literate person can determine how much information they need, access it efficiently, evaluate sources, and use information effectively. The document also discusses information needs, the communication of information, and outlines four principles for the ethical use of information: giving credit to sources, practicing due diligence, respecting privacy, and separating facts from opinions.
Original Description:
A hand-out of Lesson 3 of Media and Information Literacy for Senior High School Students
This document discusses information literacy and the ethical use of information. It defines information literacy as having four key skills: recognizing when information is needed, locating and accessing information, evaluating information sources critically, and incorporating information into one's knowledge. An information literate person can determine how much information they need, access it efficiently, evaluate sources, and use information effectively. The document also discusses information needs, the communication of information, and outlines four principles for the ethical use of information: giving credit to sources, practicing due diligence, respecting privacy, and separating facts from opinions.
This document discusses information literacy and the ethical use of information. It defines information literacy as having four key skills: recognizing when information is needed, locating and accessing information, evaluating information sources critically, and incorporating information into one's knowledge. An information literate person can determine how much information they need, access it efficiently, evaluate sources, and use information effectively. The document also discusses information needs, the communication of information, and outlines four principles for the ethical use of information: giving credit to sources, practicing due diligence, respecting privacy, and separating facts from opinions.
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Lesson 3: Information Literacy
The Information in the Modern Age
Information is defined as facts or details about the
subject. Acquiring information has never been as easy as it is today. Before, people spend a lot of time, effort and money on research. Today, information is just at the tip of the users fingertips.
Advancements in technology have led to an
insurmountable availability of information and a more convenient means of accessing them. However, it raises issues of credibility of the available information, requiring rigorous filtering of information and verification. Information literacy aims to solve this issue.
There are four (4) skills necessary to be information literate. First is to be able to recognize when information is needed, second is to have the ability to locate and access said information, third is being able to evaluate or assess said information, and to be able to use needed information effectively.
An information literate individual is able to:
Determine the extent of information needed Access the needed information effectively and efficiently Evaluate information and its sources critically Incorporate selected information into ones knowledge base Figure 3.1. The Four Skills to be Information Literate Use information effectively to accomplish a specific Literate purpose Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally
Technology students should be able to:
1. demonstrate an understanding of concepts underlying hardware, software, networking connectivity and in
the use of computers and applications 2. demonstrate an understanding of ethics and safety issues in using electronic media and responsible use of technology, and; 3. use technology for communication, research and collaboration and problem-solving. With proficient technology skills, students should be able to locate, collect, synthesize, and evaluate information from a variety of digital sources, and to use telecommunications and other media to interact or collaborate with peers, experts, and other audiences.
The Information Needs
Information Today INC. defines information need as the motivation people think and feel to seek information. It is the reason why people go out of their way to find answers to their questions, or solutions to their problems.
Since it is such a broad subject, information needs can be further divided in two, demands and wants according to the University of Washington.
Information demands refer to the requirement of information while
information wants deal with the desire to have information.
It is important to distinguish the distinction between the two to further
understand the concept of information needs. Taylor, (1968) explains that there are four points along the need continuum, first is an actual but unexpressed need, the second is a conscious description of the need.
Figure 3.2. Two Dimensions of Information Needs According to the University of Copenhagen College of Information and Science, information needs may be prompted by educational, research, professional, or recreational activities. Once the purpose of the need is recognized, identifying when information is needed becomes easier.
Figure 3.3. The Four Points Along the Need Continuum
The Communication of Information
If information gives meaning to a subject then, the communication of information operationally defined by the University of Washington as the transfer of meaning.
Meltzer (1971) said that communication of information requires an understanding of the data. Transferring information from one party to another cannot be considered communication of information data is not understood. This calls the need for proper evaluation of data.
This evaluation goes further than just verifying the credibility of information; it also allows one to have a complete understanding of the data before it can be communication. Deciphering the meaning of information is the true task of the Communication of information.
The Ethical Use of Information
The scholars define ethics as the branch of philosophy that involves systematizing, defending, and recommending concepts of right and wrong conduct.
Ethics gives a predetermined set of guidelines based on a code of morality that people in the society will follow.
While ethics may vary depending on a number of factors, its core remains the same, mankinds concept of right and wrong.
1. Give credit where credit is due
The abundance of information is because of the huge number of content contributors. It is important that an individuals work or knowledge is given credit when someone uses it as material. Failing to recognize them or claiming others work, as one can see is not just unethical; it can also mean legal repercussions.
2. Practice due diligence
Whenever people come across information, they must validate its authenticity. It is important find out if the source of information is credible and is based on facts and research. Doing due diligence before accepting information is necessary to filter out false or misdealing data.
3. Respect everyones privacy
It is true that privacy is becoming more and more difficult to uphold in this information age. While users may not have control about what their friends share online, they do have control over what they put onto the virtual space. While it is not wrong to express oneself, it is not necessary that users share every minor detail of their life on the social media accounts. This behavior does not only take up valuable storage space on the cyberspace, it also raises security concerns. In addition to this, users should not share personal information about someone else without their consent.
4. Separate facts from opinion
The beauty of information in todays digital age is its use of the so-called big data or content pooling by individuals, but it has also its curse. Everyone with access to The Internet can contribute to the web of information. If users decide to do so, then they have to separate facts from opinion. Users should not publish personal beliefs and claim that they are right without proper research. They must only consider information and not abuse it.
Give credit Practice Respect Separate
Figure 3.4. Ethical Use of Information where credit due everyones facts from is due diligence privacy opinion
Sources: Media & Information Literacy, Edward Gonzales (2016) Media & Information Literacy, Marcus Leaning (2017) Media & Information Literacy, Maria Jovita E. Zarate (Fifth Edition) http://www.deped.gov.ph/sites/default/files/SHS%20Core_Media http://www.unescobkk.org/S6D3-Ramon.pdf
