The Technology and Information Literacy capability focuses on the ability to research, collect, manage, transform, and exchange information using technologies such as web browsers, email, word processing, and spreadsheet software. The ability to understand and use technology to acquire and apply information is vital to success in modern academic and organizational environments (ACT, 2014b; Association of College and Research Libraries, 2000; Autor et al., 2003; Partnership for 21st Century Skills, 2012). It is not surprising that technology and information literacy (TIL) has been a growing concern over the past decade, with many countries identifying these skills as necessary for future occupations (Bakia, Murphy, Anderson, & Trinidad, 2011; US Department of Education, 2010). Nationally representative data on TIL is sorely lacking, but the 2013 Organization for Economic Cooperation and Development (OECD) Survey of Adult Skills did collect representative data on US problem-solving skills in technology-rich environments. Fewer than half of US 16–24 year olds scored above a basic proficiency level, indicating a strong need for attention in this area (OECD, 2013). Use of technology to communicate is central to daily tasks in a majority of occupations (Autor et al., 2003; Conrad & Newberry, 2011). As technology becomes more integrated into organizations, collaboration and group problem-solving processes are becoming increasingly virtual (O*NET, 2014; Scardamalia, Bransford, Kozma, & Quellmalz, 2012). Technology is an important mediator in many studies of team performance because the majority of team communication is usually conducted via email, chat, or remote meeting software (Lira, Ripoll, Peiro, & Zornoza, 2013). Already, levels of daily technology use at work are strongly correlated with membership in higher-level technical, managerial, and executive positions. This implies that a lack of fluency with these technologies can create numerous barriers to participation and, ultimately, advancement. Instruction in and use of technology has been associated with increases in academic achievement. For example, a four-week program of instruction in TIL skills followed by one year of experience with a personal computer led to substantial test-score increases in reading, writing, and mathematics for at-risk middle and high school students (Amiri, 2009). Frequent use of classroom technology is also generally associated with higher grades in college courses (Huffman & Huffman, 12). In addition, Fitzgerald (2004) found that college faculty had high expectations for first-year students’ information literacy skills. Access to technology is strongly associated with household income and educational attainment (Pew, 2008). This highlights both the importance of technology in the workplace and the risk of a “digital divide” between those who have access to technology and those who do not (Law, 2006; Raizen, 1997). For some students, school is the only place where they can access technology; accordingly, education has an important role to play in ensuring that all students have access to and familiarity with technology.
The main difference between information literacy and media literacy is that information literacy is the ability to identify that there is a need for information and locate, evaluate, and use information effectively to solve a problem whereas, media literacy is the ability to access, evaluate, manipulate, and produce media in a variety of forms. Media literacy and information literacy are two very important skills in this modern digital age. However, there is a great deal of cross over between these terms. Moreover, the combination of these two terms/skills results in the field of information and media literacy. Key Areas Covered1. What is Information Literacy Key TermsInformation Literacy, Media Literacy  The American Library Association defines information literacy as “a set of abilities requiring individuals to ‘recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.'” An information literate person can effectively find and information, critically evaluate it, and ethically apply that information to solve a problem. Furthermore, to be truly information literate, we must develop an awareness of how to engage with the digital world, how to find meaning in the information found, how to use information ethically, and how to evaluate information for authority and credibility. In addition, we must also understand the role we play in communication. As a matter of fact, we live in the age of information and have access to many sources of information, including the internet, television, radio, available to us 24 hours a day. However, it’s important to know that just because so much information is easily and quickly available through these sources, not all this information is accurate or worthwhile. Media literacy is an umbrella term that involves practices allowing people to access, evaluate, manipulate, as well as produce media in a variety of forms. Basically, media literacy can help a person think critically about what they hear, see, or read in media. Furthermore, the term media here refers to a variety of media, including newspapers, magazines, books, radio, television, movies, music, video games, advertising, as well as the internet. Media literacy involves the ability to decode media messages (understand the message as well as the medium), evaluate the effect of the messages on one’s feelings, thoughts, and behaviour, and create media thoughtfully and responsibly. In addition, learning media literacy has many useful benefits for students. Benefits of Media Literacy
DefinitionInformation literacy is the ability to identify that there is a need for information and locate, evaluate, and use information effectively to solve a problem whereas media literacy is the ability to access, evaluate, manipulate, and produce media in a variety of forms. NatureMoreover, information literacy involves understanding where to find information and how to evaluate it (facts vs opinions) and using it effectively. Media literacy, on the other hand, involves how media works and how to produce media. FieldInformation literacy is somewhat related to library science, whereas media literacy is more related to the media industry, media content, and social effects. ConclusionThe main difference between information literacy and media literacy is that information literacy is the ability to identify that there is a need for information and locate, evaluate, and use information effectively to solve a problem whereas media literacy is the ability to access, evaluate, manipulate, and produce media in a variety of forms. Reference:1. “What Is Media Literacy, and Why Is It Important?” Common Sense Media. Image Courtesy:1. “Data-and-information-analysis” (CC0) via StockVault it is company that provides internet connection and service to individuals and organizations tara laro tayo valorant wag kana mag mudule mamaya nayan tara na comment ka dito unreted tayo 2 importance of using MS Powerpoint application Which of the following is an option for adjusting/formatting the text in a word? A.Font B.Size C.Color D.All of the above help please! An e-commerce company is collaborating with artisans from all over the world to sell the artisans’ products. Accenture is helping this client build … How to use a laptop pls i really need it i dont know how to use laptop What are my and others expectations that I will do during work immersion Draw a flowchart or write pseudo- code to represent the logic of a program that allows the user to enter a number of dollars and convert it to Euros a … how will you check the following 1. Among the different methods of promoting a Website, what do you think is the most effective? Why do you say so?2. Which do you think is the most ad … |
Venn diagram of media literacy, information literacy and technology literacy brainly
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