Information Literacy Quotes

Science literacy is an important part of what it is to be an informed citizen of society.

[T]o really try to be informed and literate today is to feel stupid nearly all the time, and to need help.

If people in the media cannot decide whether they are in the business of reporting news or manufacturing propaganda, it is all the more important that the public understand that difference, and choose their news sources accordingly.

When I was born, humanity was 95 per cent illiterate. Since I've been born, the population has doubled and that total population is now 65 per cent literate. That's a gain of 130-fold of the literacy. When humanity is primarily illiterate, it needs leaders to understand and get the information and deal with it. When we are at the point where the majority of humans them-selves are literate, able to get the information, we're in an entirely new relationship to Universe. We are at the point where the integrity of the individual counts and not what the political leadership or the religious leadership says to do.

Has it ever struck you as odd, or unfortunate, that today, when the proportion of literacy is higher than it has ever been, people should have become susceptible to the influence of advertisement and mass propaganda to an extent hitherto unheard of and unimagined?

Washington has become our Versailles. We are ruled, entertained, and informed by courtiers -- and the media has evolved into a class of courtiers. The Democrats, like the Republicans, are mostly courtiers. Our pundits and experts, at least those with prominent public platforms, are courtiers. We are captivated by the hollow stagecraft of political theater as we are ruthlessly stripped of power. It is smoke and mirrors, tricks and con games, and the purpose behind it is deception.

There is nothing sane, merciful, heroic, devout, redemptive, wise, holy, loving, peaceful, joyous, righteous, gracious, remotely spiritual, or worthy of praise where mass murder is concerned. We have been in this world long enough to know that by now and to understand that nonviolent conflict resolution informed by mutual compassion is the far better option.

We awaken by asking the right questions.

Not long ago I was invited to a librarians’ event by a lady who cheerfully told me, “We like to think of ourselves as ‘information providers.’” I was appalled by this want of ambition; I made my excuses and didn’t go. After all, if you have a choice, why not call yourselves “Shining Acolytes of the Sacred Flame of Literacy in a Dark and Encroaching Universe”? I admit this is hard to put on a button, so why not abbreviate it to “librarians”?

...our students should be playing Beethoven with research processes, but instead we are hearing Mary Had a Little Lamb.

The professor is not merely an information dispensing machine, but a skilled navigator of a complex landscape.

It’s far too rarely stated that the technology industry is not in the business of making people productive. It is only in the business of selling more technology.

In the pursuit of greater equality in our education system, from K to PhD, technology access, print literacies, and verbal skill all collide as requirements for even basic participation in an information-based, technology-dependent economy and society.

Evolution rewards the most powerful creatures, and power is determined by the ability to access, harness, and manipulate information effectively.

Everyone must be given the opportunity to think, read and write.

For Socrates, all virtues were forms of knowledge. To train someone to manage an account for Goldman Sachs is to educate him or her in a skill. To train them to debate stoic, existential, theological, and humanist ways of grappling with reality is to educate them in values and morals. A culture that does not grasp the vital interplay between morality and power, which mistakes management techniques for wisdom, which fails to understand that the measure of a civilization is its compassion, not its speed or ability to consume, condemns itself to death. Morality is the product of a civilization, but the elites know little of these traditions. They are products of a moral void. They lack clarity about themselves and their culture. They can fathom only their own personal troubles. They do not see their own bases or the causes of their own frustrations. They are blind to the gaping inadequacies in our economic, social, and political structure and do not grasp that these structures, which they have been taught to serve, must be radically modified or even abolished to stave off disaster. They have been rendered mute and ineffectual. “What we cannot speak about” Ludwig Wittgenstein warned “we must pass over in silence.

The question is not why should we change but rather what sort of death wish are we promoting by refusing to change?

Never believe all that you hear. Always verify the original source of information.

Are you filling your head with empty calories?

teachers are not tellers of information who "give it" to students but are coaches and facilitators who arrange conditions (personal, social, and cognitive) so that students can "get it" for themselves.

The overload makes users less productive and more stressed; thus, there’s a need for some solution. Passively ignoring the problem won’t work, since bits are still heavy, even if we pretend not to notice.

As the American Library Association presciently concluded in their 1989 report Presidential Committee on Information Literacy, students must be taught to play an active role in knowing, identifying, finding, evaluating, organizing, and using information.

The next question is how? How does news find us? What you need is a certain critical literacy about the fact that you are almost always subject to an algorithm. The most powerful thing in your world now is an algorithm about which you know nothing about.

1. Myth: Without God, life has no meaning. There are 1.2 billion Chinese who have no predominant religion, and 1 billion people in India who are predominantly Hindu. And 65% of Japan's 127 million people claim to be non-believers. It is laughable to suggest that none of these billions of people are leading meaningful lives. 2. Myth: Prayer works. Studies have now shown that inter-cessionary prayer has no effect whatsoever of the health or well-being of the subject. 3. Myth: Atheists are immoral. There are hundreds of millions of non-believers on the planet living normal, decent, moral lives. They love their children, care about others, obey laws, and try to keep from doing harm to others just like everyone else. In fact, in predominantly non-believing countries such as in northern Europe, measures of societal health such as life expectancy at birth, adult literacy, per capita income, education, homicide, suicide, gender equality, and political coercion are better than they are in believing societies. 4. Myth: Belief in God is compatible with science. In the past, every supernatural or paranormal explanation of phenomena that humans believed turned out to be mistaken; science has always found a physical explanation that revealed that the supernatural view was a myth. Modern organisms evolved from lower life forms, they weren't created 6,000 years ago in the finished state. Fever is not caused by demon possession. Bad weather is not the wrath of angry gods. Miracle claims have turned out to be mistakes, frauds, or deceptions. We have every reason to conclude that science will continue to undermine the superstitious worldview of religion. 5. Myth: We have immortal souls that survive death. We have mountains of evidence that makes it clear that our consciousness, our beliefs, our desires, our thoughts all depend upon the proper functioning of our brains our nervous systems to exist. So when the brain dies, all of these things that we identify with the soul also cease to exist. Despite the fact that billions of people have lived and died on this planet, we do not have a single credible case of someone's soul, or consciousness, or personality continuing to exist despite the demise of their bodies. 6. Myth: If there is no God, everything is permitted. Consider the billions of people in China, India, and Japan above. If this claim was true, none of them would be decent moral people. So Ghandi, the Buddha, and Confucius, to name only a few were not moral people on this view. 7. Myth: Believing in God is not a cause of evil. The examples of cases where it was someone's belief in God that was the justification for their evils on humankind are too numerous to mention. 8. Myth: God explains the origins of the universe. All of the questions that allegedly plague non-God attempts to explain our origins still apply to the faux explanation of God. The suggestion that God created everything does not make it any clearer to us where it all came from, how he created it, why he created it, where it is all going. In fact, it raises even more difficult mysteries: how did God, operating outside the confines of space, time, and natural law 'create' or 'build' a universe that has physical laws? We have no precedent and maybe no hope of answering or understanding such a possibility. What does it mean to say that some disembodied, spiritual being who knows everything and has all power, 'loves' us, or has thoughts, or goals, or plans? 9. Myth: There's no harm in believing in God. Religious views inform voting, how they raise their children, what they think is moral and immoral, what laws and legislation they pass, who they are friends and enemies with, what companies they invest in, where they donate to charities, who they approve and disapprove of, who they are willing to kill or tolerate, what crimes they are willing to commit, and which wars they are willing to fight.

For kids who are exposed to books at home, the loss of a library is sad. But for kids who come from environments where people don't read, the loss of a library is a tragedy hat might keep them from ever discovering the joys of reading-or from gathering the kind of information that will decide their lot in life.

Do not believe all that you hear and see. Always check the original source of information.

African leaders must desire to liberates it’s people through intensive education (formal and informal). The African people deserve to be educated.

Just because you don’t see the point, doesn’t mean there isn’t one.

Bit literacy means letting the bits go; anything else perpetuates the problem.

The Buddha resides quite as comfortably in the circuits of a digital computer or the gears of a cycle transmission as he does at the top of a mountain. — Robert Pirsig, Zen and the Art of Motorcycle Maintenance

It is inevitable that a loss of faith in media would contribute to a loss of faith in the content itself. Where writing began as divine communication and literacy was the privilege of a very few, writing—and the media to promote and publish that writing—is now accessible to everyone, even to the functionally illiterate. This means that the quality of available information has been degraded considerably along with the structural weaknesses of primary and secondary school education. It is now difficult to determine between what is investigative journalism, for instance, and what is baseless conspiracy theorizing. As no demands are made on the writers of media content, the demands have correspondingly increased on the readers of that content to practice a form of what Fundamentalist Christians call “discernment,” to greater and lesser degrees of success.

As computers replace textbooks, students will become more computer literate and more book illiterate. They'll be exploring virtual worlds, watching dancing triangles, downloading the latest web sites. But they won't be reading books.

We have created a culture of reading poverty in which a vicious cycle of aliteracy has the potential to devolve into illiteracy for many students. By allowing students to pass through our classrooms without learning to love reading, we are creating adults (who then become parents and teachers) who don't read much. They may be capable of reading well enough to perform academic and informational reading, but they do not love to read and have few life reading habits to model for children.

The rate spread of EBOLA VIRUS in West Africa, is big tragedy. It is a fatal disease in the history of the world. Intensive education (formal and informal approaches) of the citizens of African can help prevent the spread. International cooperation is urgently needed to combat the EBOLA virus.

cademics and intellectuals are culture vultures. In a gathering of today’s elite, it is perfectly acceptable to laugh that you barely passed Physics for Poets and Rocks for Jocks and have remained ignorant of science ever since, despite the obvious importance of scientific literacy to informed choices about personal health and public policy. But saying that you have never heard of James Joyce or that you tried listening to Mozart once but prefer Andrew Lloyd Webber is as shocking as blowing your nose on your sleeve or announcing that you employ children in your sweatshop, despite the obvious unimportance of your tastes in leisure-time activity to just about anything.

Access to useful information also was determined by literacy and the availability of reading material. It is now widely agreed at least for Britain that increases in literacy were relatively modest during the Industrial Revolution. Yet literacy is not particularly useful unless people actually read, and for the purposes of technological change it also matters how much and what people read.

What Orwell feared were those who would ban books,” Neil Postman wrote: What Huxley feared was that there would be no reason to ban a book, for there would be no one who wanted to read one. Orwell feared those who would deprive us of information. Huxley feared those who would give us so much that we would be reduced to passivity and egoism. Orwell feared that the truth would be concealed from us. Huxley feared the truth would be drowned in a sea of irrelevance. Orwell feared we would become a captive culture. Huxley feared we would become a trivial culture, preoccupied with some equivalent of the feelies, the orgy porgy, and the centrifugal bumble-puppy. As Huxley remarked in Brave New World Revisited, the civil libertarians and rationalists who are ever on the alert to oppose tyranny “failed to take into account man’s almost infinite appetite for distractions.

Szabo reckoned that the future of libraries was a combination of a people’s university, a community hub, and an information base, happily partnered with the Internet rather than in competition with it. In practical terms, Szabo felt the library should begin offering classes and voter registration and literacy programs and story times and speaker series and homeless outreach and business services and computer access and movie rentals and e-book loans and a nice gift shop. Also, books.

Bits have unique properties, then, that we can use to our advantage: they’re super-small, super-fast, easily acquired and created and copied and shared in near-infinite quantity, protected from the ravages of time, and free from the limitations of distance and space. In practice, though, bits reveal several paradoxes: they’re weightless, but they weigh us down; they don’t take up any space, but they always seem to pile up; they’re created in an instant, but they can last forever; they move quickly, but they can waste our time.

In “Internet of Stings,” Jennifer Howard began one of the more disconcerting essays about some of these issues that came up in interviews with one of the purveyors of false news: As one master of the fake-news genre told the Washington Post55: “Honestly, people are definitely dumber. They just keep passing stuff around. Nobody fact-checks anything anymore.” Separating truth from fiction takes time, information literacy, and an open mind, all of which seem in short supply in a distracted, polarized culture. We love to share instantly—and that makes us easy to manipulate. There are many tough issues here for students, teachers, parents, and the members of our republic. How our citizens think, decide, and vote depends on their collective ability to navigate the complex realities of a digital milieu with intellects not just capable of, but accustomed to higher-level understanding and analysis. It is no longer only a matter of which medium is better for what; it is a question of how the optimal mode of thought in our children and our young adults and ourselves can be fostered in this moment of history. These are hardly new thoughts either for

The really strange thing about this is that it was one of the Fog Facts. That is, it was not a secret. It was known. But it was not known. That is, if you asked a knowledgeable journalist, or political analyst, or a historian, they knew about it. If you yourself went and checked the record, you could find it out. But if you asked the man in the street if President Scott, who loved to have his picture taken among the troops and driving armored vehicles and aboard naval vessels, if you asked if Scott had found a way to evade service in Vietnam, they wouldn't have a clue, and, unless they were anti-Scott already, they wouldn't believe it. In the information age there is so much information that sorting and focus and giving the appropriate weight to anything have become incredibly difficult. Then some fact, or event, or factoid mysteriously captures the world's attention and there's a media frenzy. Like Clinton and Lewinsky. Like O. J. Simpson. And everybody in the world knows everything about it. On the flip side are the Fog Facts, important things that nobody seems able to focus on any more than the can focus on a single droplet in the mist. They are known, but not known.

The triviality of American popular culture, its emptiness and gossip, accelerates this destruction of critical thought.It expands the void, the mindlessness that makes the magic, mythology and irrationality of the Christian Right palatable. Television, the movement's primary medium, allows viewers to preoccupy themselves with context-free information. The homogenized empty chatter on the airwaves, the banal amusement and cliches, the bizarre doublespeak endlessly repeated on cable news channels and the huge spectacles in sports stadiums have replaced America's political, social and moral life, indeed replaced community itself.

Noticing the disturbing similarity between the rhetoric surrounding "open government" and new public management, government expert Just Longo speculates that the former might be just a Trojan horse for the latter; in our excitement about the immense potential of new technologies to promote openness and transparency, we may have lost sight of the deeply political nature of the uses to which these technologies are put... In India, recent digitization of land records and their subsequent publication online, while nominally an effort to empower the weak, may have actually empowered the rich and powerful. Once the digitized records were available for the whole world to see, some enterprising businessmen discovered that many poor families had no documents to prove ownership of land. In most cases, this was not the result of some nefarious land grab; local culture, with its predominantly oral ways of doing business, pervasive corruption, and poor literacy, partly explains why no such records exist... The point here, as with most open-government schemes, is not that information shouldn't be collected or distributed; rather, it needs to be collected and distributed in full awareness of the social and cultural complexity of the institutional environment in which it is gathered.

Assessment can be either formal and/or informal measures that gather information. In education, meaningful assessment is data that guides and informs the teacher and/or stakeholders of students' abilities, strategies, performance, content knowledge, feelings and/or attitudes. Information obtained is used to make educational judgements or evaluative statements. Most useful assessment is data which is used to adjust curriculum in order to benefit the students. Assessment should be used to inform instruction. Diagnosis and assessment should document literacy in real-world contexts using data as performance indicators of students' growth and development.

Scientific literacy is a rather noble ideal. Achieving it, however, is problematic thanks to our tribal brains. If science is equated with knowledge, then communicating facts, figures, and theories should be a way to increase the public’s level of engagement with it. However, this boils down to the authority distributing the information. Who do you listen to when there are conflicting sources? Our brain’s desire for certainty and its tendency to evaluate new information based on social clues means anybody painted as an expert, who sounds confident, shares our values and flatters our expectations, is more likely to win over our opinion...regardless of the scientific merits of their argument.

By contrast, a man who has just learned to read and write responds, “To go by your words, they should all be white.” To go by your words—in that phrase, a level is crossed. The information has been detached from any person, detached from the speaker’s experience. Now it lives in the words, little life-support modules. Spoken words also transport information, but not with the self-consciousness that writing brings. Literate people take for granted their own awareness of words, along with the array of word-related machinery: classification, reference, definition. Before literacy, there is nothing obvious about such techniques. “Try to explain to me what a tree is,” Luria says, and a peasant replies, “Why should I? Everyone knows what a tree is, they don’t need me telling them.

It is almost impossible to imagine such a world today: one without books or calendars or accounts, never mind the Internet, one in which nothing has ever been documented and all the information that can be possessed is held in the minds of a few. But literacy has emerged only in the past five or six thousand years, and for most of human history this was how knowledge was stored and communicated. The advent of writing is often seen as one of the watershed developments in human history, and it can be argued that the presence or absence of writing shapes cultures in fundamental ways—some would even say it shapes consciousness itself. But even if that is too great a claim, it is certainly true that the ability to document what is known changes the way knowledge is constructed, including the kinds of information that can be transmitted and the shape that information takes.

By their dependence on the spoken word for information, people were drawn together into a tribal mesh … the spoken word is more emotionally laden than the written.… Audile-tactile tribal man partook of the collective unconscious, lived in a magical integral world patterned by myth and ritual, its values divine.* Up to a point, maybe. Yet three centuries earlier, Thomas Hobbes, looking from a vantage where literacy was new, had taken a less rosy view. He could see the preliterate culture more clearly: “Men lived upon gross experience,” he wrote. “There was no method; that is to say, no sowing nor planting of knowledge by itself, apart from the weeds and common plants of error and conjecture.” A sorry place, neither magical nor divine. Was McLuhan right, or was Hobbes? If we are ambivalent, the ambivalence began with Plato. He witnessed writing’s rising dominion; he asserted its force and feared its lifelessness. The writer-philosopher embodied a paradox. The same paradox was destined to reappear in different guises, each technology of information bringing its own powers and its own fears.

Literacy was to be developed in a socially constructed environment so that new ideas and information learned from texts could be shared and spread among one another and those in the community. Members of all ages and experiences with reading would assemble to teach one another. Although individual literacy was valued, these societies were highly collaborative and prompted social responsibility to share knowledge gained from acts of literacy rather than keep education to one’s self. This collaboration for literacy learning built the foundation of the “chain letter of instruction” model, which embodied a shared accountability for knowledge (Fisher, 2004). If one person, for example, acquired knowledge, it was then his or her responsibility to pass it on to others to create a flame-like effect. To keep knowledge to one’s self was seen as a selfish act, and each person therefore was responsible to elevate others through education in the immediate and larger community. This ideal of collectivism is in direct conflict with schools today, as schools are largely grounded in competition and individualism. This is perhaps one major reason why students of color often do not reach their full potential in schools—because schools are in disharmony with their histories and identities.

A monopoly on the means of communication may define a ruling elite more precisely than the celebrated Marxian formula of “monopoly on the means of production.” Since man extends his nervous system through channels of communications like the written word, the telephone, radio, etc., he who controls these media controls part of the nervous system of every member of society. The contents of these media become part of the contents of every individual’s brain. Thus, in pre-literate societies taboos on the spoken word are more numerous and more Draconic than at any more complex level of social organization. With the invention of written speech — hieroglyphic, ideographic, or alphabetical — the taboos are shifted to this medium; there is less concern with what people say and more concern with what they write. (Some of the first societies to achieve literacy, such as Egypt and the Mayan culture of ancient Mexico, evidently kept a knowledge of their hieroglyphs a religious secret which only the higher orders of the priestly and royal families were allowed to share.) The same process repeats endlessly: Each step forward in the technology of communication is more heavily tabooed than the earlier steps. Thus, in America today (post-Lenny Bruce), one seldom hears of convictions for spoken blasphemy or obscenity; prosecution of books still continues, but higher courts increasingly interpret the laws in a liberal fashion, and most writers feel fairly confident that they can publish virtually anything; movies are growing almost as desacralized as books, although the fight is still heated in this area; television, the newest medium, remains encased in neolithic taboo. (When the TV pundits committed lèse majesté after an address by the then Dominant Male, a certain Richard Nixon, one of his lieutenants quickly informed them they had overstepped, and the whole tribe — except for the dissident minority — cheered for the reassertion of tradition.) When a more efficient medium arrives, the taboos on television will decrease.

Look around on your next plane trip. The iPad is the new pacifier for babies and toddlers… Parents and other passengers read on Kindles… Unbeknownst to most of us, an invisible, game-changing transformation links everyone in this picture: the neuronal circuit that underlies the brain’s ability to read is subtly, rapidly changing… As work in neurosciences indicates, the acquisition of literacy necessitated a new circuit in our species’ brain more than 6,000 years ago… My research depicts how the present reading brain enables the development of some of our most important intellectual and affective processes: internalized knowledge, analogical reasoning, and inference; perspective-taking and empathy; critical analysis and the generation of insight. Research surfacing in many parts of the world now cautions that each of these essential “deep reading” processes may be under threat as we move into digital-based modes of reading… Increasing reports from educators and from researchers in psychology and the humanities bear this out. English literature scholar and teacher Mark Edmundson describes how many college students actively avoid the classic literature of the 19thand 20th centuries because they no longer have the patience to read longer, denser, more difficult texts. We should be less concerned with students’ “cognitive impatience,” however, than by what may underlie it: the potential inability of large numbers of students to read with a level of critical analysis sufficient to comprehend the complexity of thought and argument found in more demanding texts… Karin Littau and Andrew Piper have noted another dimension: physicality. Piper, Littau and Anne Mangen’s group emphasize that the sense of touch in print reading adds an important redundancy to information – a kind of “geometry” to words, and a spatial “thereness” for text. As Piper notes, human beings need a knowledge of where they are in time and space that allows them to return to things and learn from re-examination – what he calls the “technology of recurrence”. The importance of recurrence for both young and older readers involves the ability to go back, to check and evaluate one’s understanding of a text. The question, then, is what happens to comprehension when our youth skim on a screen whose lack of spatial thereness discourages “looking back.

Sinclair James - English Communication Language in Asia Is English Language a Hindrance to Communication for Foreigners in Asia? One of the hesitations of westerners in coming to Asia is the language barrier. True, Asia has been a melting pot of different aspects of life that in every country, there is a distinct characteristic and a culture which would seem odd to someone who grew up in an entirely different perspective. Language is one of the most flourishing uniqueness of Asian nations. Although their boundaries are emphasized by mere walls which can be broken down easily, the brand of each individual can still be determined on the language they use or most comfortable with. Communication may be a problem as it is an issue which neighboring countries also encounter on each other. Message relays or even simple gestures, if interpreted wrongly can cause conflicts. Indeed, the complaints are valid. However, on the present day number of American and European visitors and the boost in tourism economies, language barriers seem to have been surpassed. Perhaps, the problem may not even exist at all. According to English Language Proficiency Test (ELPT) and International English Language Testing System (IELTS), Asian countries are not altogether illiterate in speaking and understanding the universal language. If so, there are countries which can even speak English as fluent as any native can. Take for example the Philippines. Once in Manila, the country’s capital, you will find thousands of individuals representing different nationalities. The center for business growth in the country, Business Process Outsourcing (BPO) has proven the literacy of the people in conversing using the international language. Clients from abroad prefer Filipinos in dealing with customers concern since they can easily comprehend grasp and explain things in English. ELPT and IELTS did not even include the Philippines in the list of the top English speaking nations in Asia since they are already considered one of the best and most fluent in this field. Other neighboring Asian countries also send their citizens to the Philippines to learn English. With a mixture of British and American English being used in everyday conversations, the Philippines has to be considered to be included in the top 5 most native English speakers. You may even be surprised to meet a young child in Manila who has not gone to school or mingled with foreigners but can speak and understand English. Singapore, Indonesia, Malaysia and most Asian countries, if indeed all, can also easily understand and speak English. It seems that the concern for miscommunication has completely no basis and remains a groundless issue. Maybe perhaps, those who say this just want to find a dumb excuse? Read more at: SjTravels.com

Today we aren’t quite to the place that H. G. Wells predicted years ago, but society is getting closer out of necessity. Global businesses and organizations are being forced to use statistical analysis and data mining applications in a format that combines art and science–intuition and expertise in collecting and understanding data in order to make accurate models that realistically predict the future that lead to informed strategic decisions thus allowing correct actions ensuring success, before it is too late . . . today, numeracy is as essential as literacy. As John Elder likes to say: ‘Go data mining!’ It really does save enormous time and money. For those

In the early days of America’s democracy, education and literacy were the prerequisites for establishing a connection to the body politic. In a world where communication was dominated by the printed word, those who learned to read also learned to write. Gaining the ability to receive ideas was automatically accompanied by the ability to send ideas, expressing your own thoughts in the same medium through which you took in the thoughts of others. The connection, once established, was two-way. As Thomas Jefferson wrote, “The art of printing secures us against the retrogradation of reason and information.” In practice, the use of the printing press was mainly by the elites in America’s early decades, and the scurrilous, vitriolic attacks of that age certainly rivaled the worst of any modern political attacks. Nevertheless, the easy accessibility to the printed word opened up avenues of participation in the dialogue of democracy for people like Thomas Paine, who had neither family wealth nor political influence—other than what he gained with the eloquence of his writing. The age of printed pamphlets and political essays has long since been replaced by television—a distracting and absorbing medium that seems determined to entertain and sell more than it informs and educates. If the information and opinions made available in the marketplace of ideas come only from those with enough money to pay a steep price of admission, then all of those citizens whose opinions cannot be expressed in a meaningful way are in danger of learning that they are powerless as citizens and have no influence over the course of events in our democracy—and that their only appropriate posture is detachment, frustration, or anger.

Whether it is called a public forum or a public sphere or a marketplace of ideas, the reality of open and free public discussion and debate was considered central to the operation of our democracy in America’s earliest decades. Our first self-expression as a nation—“We the People”—made it clear where the ultimate source of authority lay. It was universally understood that the ultimate check and balance for American government was its accountability to the people. And the public forum was the place where the people held the government accountable. That is why it was so important that the marketplace of ideas operated independent from and beyond the authority of government. The three most important characteristics of this marketplace of ideas were the following: It was open to every individual, with no barriers to entry save the necessity of literacy. This access, it is crucial to add, applied not only to the receipt of information but also to the ability to contribute information directly into the flow of ideas that was available to all. The fate of ideas contributed by individuals depended, for the most part, on an emergent meritocracy of ideas. Those judged by the market to be good rose to the top, regardless of the wealth or class of the individual responsible for them. The accepted rules of discourse presumed that the participants were all governed by an unspoken duty to search for general agreement. That is what a “conversation of democracy” is all about.

Volume 9 | ISSN: 1523-4320 Figure 1.Students’ Confidence at the Start of the Assignment It is clear that most students did not feel confident about writing the assignment, with the majority of students stating that they were not sure if they could write a good assignment. Only one student was very confident and stated that this was “Because I play the instrument I used. ” Students who were quite confident based this confidence on aspects, such as the amount of information they had or had access to, with such comments as “Because I had enough notes to write with and a whole load of information at home” and “In our research I felt I had gathered enough information to write quite a good assignment”; and their familiarity with the subject with comments such as “I felt confident because I was familiar with dolphins and their habitat and background info” and “I felt like this because I play an instrument that is in the same family and so I knew some information. ” Students who were not sure if they could write a good assignment identified aspects such as unfamiliarity with the subject with comments such as “Because I didn’t know anything about dolphins so that I wasn’t quite confident” and “Because I didn’t know anything about the trumpet whatsoever”; the size of the assignment with comments such as “I didn’t think I could write 800 words about a guitar” and “I thought 800 words was a bit much but in the end I wrote over 800 words”; and concern about the subject with such comments as “I can write essays and things. I’m just not good at the subject of physics” and “I’m not very good at physics and thought I wouldn’t understand. ” Students who indicated that they did not think that they could write a good assignment displayed a lack of confidence in themselves with such comments as “Because I am not a very confident person” and “I wasn’t confident and didn’t want to do it. ” These findings reflect those of Kuhlthau (2004) whose research identified that students often exhibited feelings of anxiety or lack of confidence at the beginning of the assignment process. There are alternative ways of examining the implications of these findings. It may be natural that students, faced with an assignment on a subject which is unfamiliar to them, will inevitably show lack of confidence and that the information literacy guidance provided will dilute this lack of confidence as students become familiar with their subject. It may also be

Since many—too many—of our children’s values and attitudes are formed by the mass media, every parent ought to offer an informal multiyear course in media literacy.

A move to a personalized one-to-one learning approach can benefit greatly from an informed librarian who understands technology, the information literacy demands of 21st-century learning, and the culture of the school.

Searching for content requires wise information literacy strategies and tools (embedded in the curriculum learning processes) to avoid being lost in the information labyrinth. Content curation is also about organizing, filtering and ‘making sense of’ information on the web and sharing the very best pieces of content that has been selected for a specific purpose or need. (p. 1) As suggested in

As our economy shifts more and more onto an information basis, we are inadvertently creating a divided society. The upper class is composed of those who have mastered the nuances of differentiating between "RAM" and "hard disk." The lower class consists of those who treat the difference as inconsequential. The irony is that the difference really is inconsequential to anyone except a few hard-core engineers. Yet virtually all contemporary software forces its users to confront a file system, where your success is fully dependent on knowing the difference between RAM and disk. Thus the term "computer literacy" becomes a euphemism for social and economic apartheid. Computer literacy is a key phrase that brutally bifurcates our society.

From prehistoric cave paintings to the map of the London Underground, images, diagrams and charts have long been at the heart of human storytelling. The reason why is simple: our brains are wired for visuals. ‘Seeing comes before words. The child looks and recognises before it speaks,’ wrote the media theorist John Berger in the opening lines of his 1972 classic, Ways of Seeing[1]. Neuroscience has since confirmed the dominant role of visualisation in human cognition. Half of the nerve fibres in our brains are linked to vision and, when our eyes are open, vision accounts for two thirds of the electrical activity in the brain. It takes just 150 milliseconds for the brain to recognise and image and a mere 100 milliseconds more to attach a meaning to it[2]. Although we have blind spots in both of our eyes – where the optic nerve attaches to the retina – the brain deftly steps in to create the seamless illusion of a whole[3]. As a result, we are born pattern-spotters, seeing faces in clouds, ghosts in the shadows, and mythical beasts in the starts. And we learn best when there are pictures to look at. As the visual literacy expert Lynell Burmark explains, ‘unless our words, concepts and ideas are hooked onto an image, they will go in one ear, sail through the brain, and go out the other ear. Words are processed by our short-term memory where we can only retain about seven bits of information…Images, on the other hand, go directly into long-term memory where they are indelibly etched[4]. With far-fewer pen strokes, and without the weight of technical language, images have immediacy – and when text and image send conflicting messages, it is the visual messages that most often wins[5]. So the old adage turns out to be true: a picture really is worth a thousand words.

This thoroughness in the presentation of information is what distinguishes information from propaganda. Propaganda is information presented in a simplistic manner with the intention of shaping public opinion, highlighting what the propagandist believes strengthens his or her case and omitting what may refute it.

Metalitecy is an overarching comprehensive notion that provides an integrated and inclusive framework to cultivate critical thinking and proficiency in comprehending data, information, visuals and the media, particularly in technology-mediated settings through fortifying lifelong learning and attaining the objective of engendering critical engagement in individuals.

A holistic approach to literacy is demanded to enhance metacognitive critical thinking abilities to consume information, counter misleading or false narratives, and further comprehend the associated issues with the technology such as bias, privacy, and security.

Prior to the Philippines' colonization, tribal tutors taught children informally and in an unstructured manner. Children were provided with vocational training by their parents... Interestingly, even without institutionalized schooling, literacy was very high!

Visual literacy, critical thinking, active listening—these understanding skills are—like muscles—things we need to exercise

Mass production of books ended the Church’s monopoly on Scripture, as well as on other forms of information. The wider availability of books reduced the cost of literacy and thus multiplied the number of thinkers who were in a position to offer their own opinions on important subjects, particularly theological subjects

A monopoly on the means of communication may define a ruling elite more precisely than the celebrated Marxian formula of “monopoly on the means of production.” Since man extends his nervous system through channels of communication like the written word, the telephone, radio, etc., he who controls these media controls part of the nervous system of every member of society. The contents of these media become part of the contents of every individual’s brain. Thus, in pre-literate societies taboos on the spoken word are more numerous and more Draconic than at any more complex level of social organization. With the invention of written speech—hieroglyphic, ideographic, or alphabetical —the taboos are shifted to this medium; there is less concern with what people say and more concern with what they write. (Some of the first societies to achieve literacy, such as Egypt and the Mayan culture of ancient Mexico, evidently kept a knowledge of their hieroglyphs a religious secret which only the higher orders of the priestly and royal families were allowed to share.) The same process repeats endlessly: Each step forward in the technology of communication is more heavily tabooed than the earlier steps. Thus, in America today (post-Lenny Bruce), one seldom hears of convictions for spoken blasphemy or obscenity; prosecution of books still continues, but higher courts increasingly interpret the laws in a liberal fashion, and most writers feel fairly confident that they can publish virtually anything; movies are growing almost as desacralized as books, although the fight is still heated in this area; television, the newest medium, remains encased in neolithic taboo. (When the TV pundits committed lèse majesté after an address by the then Dominant Male, a certain Richard Nixon, one of his lieutenants quickly informed them they had overstepped, and the whole tribe—except for the dissident minority—cheered for the reassertion of tradition.) When a more efficient medium arrives, the taboos on television will decrease.

Late fees are the enemy of early literacy because instead of promoting responsible behavior, they suppress library visits for some of the people who need the institution the most. And of course these fees don't promote children being more responsible, but only reveal to children how irresponsible, ignorant, or unaware their own parents are. -- Amy Dickinson

With the advent of literacy and other skills for acquiring, retaining, and sharing information, knowledge is now far more evenly distributed and widely available. It’s time we stopped behaving like submissive prehistoric tribe members and started questioning some of the things our leaders say.

Ikeda:  Freedom of expression is the basis of liberty and democracy. Though the extent to which nations and communities allow for freedom of expression varies with cultural conditions, restrictions on it should be minimized. Maintaining a balance between freedom of expression and limiting expressions of violence, hatred and discrimination requires a holistic and positive approach, including both the legal system, self-regulation and education. Education is fundamental because it elevates the standards of both those who transmit and those who receive media information. In more concrete terms, media literacy – the ability to discriminate, evaluate, and apply media information – must be thoroughly improved. Education that achieves these ends in the home, the school and the community endows the general public with the autonomy to use and criticize the media independently. This is the best way to improve the media. Education should encourage people to regard the media in the spirit of critical, independent dialogue, thus preparing the ground for a culture of tolerance and peace.

It's easy to mistake familiarity with computers for intelligence, but computer literate certainly doesn't equal smart. And computer illiterate sure doesn't mean stupid. Which do we need more: computer literacy or literacy?

Weaned on educational games and multimedia encyclopedias, kids naturally seek out the trivial when forced to read books. While visiting a school librarian, I listened to a high school senior seek help with an assignment: "I'm writing a report about Napoleon," he said. "Can you find me a thin book with lots of pictures?

Computers deliver an abundance of symbols yet offer an impoverishment of experience. Do our children need to see more icons, corporate logos, and glitzy fonts... or do they need more time climbing, running, and figuring out how to get along with each other?

We will never build resilience to cyberattacks—or foreign disinformation campaigns, for that matter—without good policy and nationwide awareness of cyber threats. We should make cybersecurity and media literacy a core part of American curriculum. Too many cyberattacks rely on vulnerable American systems, running on software that is not up-to-date or which has not been patched. This is, in large part, an education problem. The same goes for information warfare. Americans are being coopted by disinformation campaigns and conspiracy theories because Americans lack the tools to spot influence operations, foreign and domestic, in real time.

Simulated scenarios can effectively emulate real-life financial situations in a controlled environment. By engaging in these exercises, young adults can practice making informed decisions without facing the real-world risks.

To recap, here’s what we all can do to stop the mass shooting epidemic: As Individuals: Trauma: Build relationships and mentor young people Crisis: Develop strong skills in crisis intervention and suicide prevention Social proof: Monitor our own media consumption Opportunity: Safe storage of firearms; if you see or hear something, say something. As Institutions: Trauma: Create warm environments; trauma-informed practices; universal trauma screening Crisis: Build care teams and referral processes; train staff Social proof: Teach media literacy; limit active shooter drills for children Opportunity: Situational crime prevention; anonymous reporting systems As a Society: Trauma: Teach social emotional learning in schools. Build a strong social safety net with adequate jobs, childcare, maternity leave, health insurance, and access to higher education Crisis: Reduce stigma and increase knowledge of mental health; open access to high quality mental health treatment; fund counselors in schools Social proof: No Notoriety protocol; hold media and social media companies accountable for their content Opportunity: Universal background checks, red flag laws, permit-to-purchase, magazine limits, wait periods, assault rifle ban

Rap music is the newspaper of black people.

It’s from this time of early literacy that we get the easiest starting point for us to learn the memory arts. We’ll start with the critical role of the imagination. I’ll show you how to use your playful and creative inventiveness to memorise information with very straightforward medieval techniques.

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Typinator, Typeit4me, or ActiveWords can type the current date on command. (Bit levers are covered in the “other essentials

Peter de Mendelssohn, press officer for the British Control Commission, was entrusted with verifying the credentials of German journalists and organizing a free press in the British zone (Der Spiegel and Die Welt were considered reliable by their German readership). Equally significant was the contribution made by progressive educator Robert Birley, future headmaster of Eton, who reformed and restructured the German educational system. Literacy, numeracy and the core subjects had all been fatally neglected during the Hitler years, as National Socialist indoctrination took priority over the basic curriculum, leaving a generation semi-literate and woefully ill-informed.

An informed public depends upon literacy and language: its good use, conception, comprehension and incorruptibility.

Every child must be taught how to think, read and write.

Current thinking about reading (Luke & Freebody, 1999; Pearson, 2001) suggests that we should help our students to comprehend at these deeper levels—levels that require them to think beyond the information on the printed page and critically analyze the author’s message. Reading from a critical perspective

The ultimate purpose of the Word of God is not theological information but heart and life transformation. Biblical literacy and theological expertise are not, therefore, the end of the Word but a God-ordained means to an end, and the end is a radically transformed life because the worship at the center of that life has been reclaimed.

The American experiment was based on the emergence in the second half of the eighteenth century of a fresh new possibility in human affairs: that the rule of reason could be sovereign. You could say that the age of print begat the Age of Reason which begat the age of democracy. The eighteenth century witnessed more and more ordinary citizens able to use knowledge as a source of power to mediate between wealth and privilege. The democratic logic inherent in these new trends was blunted and forestalled by the legacy structures of power in Europe. But the intrepid migrants who ventured across the Atlantic -- many of them motivated by a desire to escape the constraints of class and creed -- carried the potent seeds of the Enlightenment and planted them in the fertile soil of the New World. Our Founders understood this better than any others; they realized that a "well-informed citizenry" could govern itself and secure liberty for individuals by substituting reason for brute force. They decisively rejected the three-thousand-year-old superstitious belief in the divine right of kings to rule absolutely and arbitrarily. They reawakened the ancient Greek and Roman traditions of debating the wisest courses of action by exchanging information and opinions in new ways. Whether it is called a public forum or a public sphere or a marketplace of ideas, the reality of open and free public discussion and debate was considered central to the operation of our democracy in America's earliest decades. Our first self-expression as a nation -- "We the People" -- made it clear where the ultimate source of authority lay. It was universally understood that the ultimate check and balance for American government was its accountability to the people. And the public forum was the place where the people held the government accountable. That is why it was so important the marketplace for ideas operated independent from and beyond the authority of government. The three most important characteristics of this marketplace of ideas were the following: 1. It was open to every individual, with no barriers to entry save the necessity of literacy. This access, it is crucial to add, applied not only to the receipt of information but also the ability to contribute information directly into the flow of ideas that was available to all. 2. The fate of ideas contributed by individuals depended, for the most part, on an emergent meritocracy of ideas. Those judged by the market to be good rose to the top, regardless of the wealth or class of the individual responsible for them. 3. The accepted rules of discourse presumed that the participants were all governed by an unspoken duty to search for general agreement. That is what a "conversation of democracy" is all about.

Perhaps most centrally, the blockchain is an information technology. But blockchain technology is also many other things. The blockchain as decentralization is a revolutionary new computing paradigm. The blockchain is the embedded economic layer the Web never had. The blockchain is the coordination mechanism, the line-item attribution, credit, proof, and compensation rewards tracking schema to encourage trustless participation by any intelligent agent in any collaboration. The blockchain “is a decentralized trust network.”194 The blockchain is Hayek’s multiplicity of private complementary currencies for which there could be as many currencies as Twitter handles and blogs, all fully useful and accepted in their own hyperlocal contexts, and where Communitycoin issuance can improve the cohesion and actualization of any group. The blockchain is a cloud venue for transnational organizations. The blockchain is a means of offering personalized decentralized governance services, sponsoring literacy, and facilitating economic development. The blockchain is a tool that could prove the existence and exact contents of any document or other digital asset at a particular time. The blockchain is the integration and automation of human/machine interaction and the machine-to-machine (M2M) and Internet of Things (IoT) payment network for the machine economy. The blockchain and cryptocurrency is a payment mechanism and accounting system enabler for M2M communication. The blockchain is a worldwide decentralized public ledger for the registration, acknowledgment, and transfer of all assets and societal interactions, a society’s public records bank, an organizing mechanism to facilitate large-scale human progress in previously unimagined ways. The blockchain is the technology and the system that could enable the global-scale coordination of seven billion intelligent agents. The blockchain is a consensus model at scale, and possibly the mechanism we have been waiting for that could help to usher in an era of friendly machine intelligence.

With this in mind, I’d started a leadership and mentoring program at the White House, inviting twenty sophomore and junior girls from high schools around Greater D.C. to join us for monthly get-togethers that included informal chats, field trips, and sessions on things like financial literacy and choosing a career. We kept the program largely behind closed doors, rather than thrusting these girls into the media fray. We paired each teen with a female mentor who would foster a personal relationship with her, sharing her resources and her life story. Valerie was a mentor. Cris Comerford, the White House’s first female executive chef, was a mentor. Jill Biden was, too, as were a number of senior women from both the East and the West Wing staffs. The students were nominated by their principals or guidance counselors and would stay with us until they graduated. We had girls from military families, girls from immigrant families, a teen mom, a girl who’d lived in a homeless shelter. They were smart, curious young women, all of them. No different from me. No different from my daughters. I watched over time as the girls formed friendships, finding a rapport with one another and with the adults around them. I spent hours talking with them in a big circle, munching popcorn and trading our thoughts about college applications, body image, and boys. No topic was off-limits. We ended up laughing a lot. More than anything, I hoped this was what they’d carry forward into the future—the ease, the sense of community, the encouragement to speak and be heard. My wish for them was the same one I had for Sasha and Malia—that in learning to feel comfortable at the White House, they’d go on to feel comfortable and confident in any room, sitting at any table, raising their voices inside any group.

I would suggest that true literacy—the kind that matters—brings about clearer thinking and informed action. Thus, true biblical literacy involves an interaction with the Bible that changes the way one thinks and acts, and that kind of interaction takes time.

Literacy, the most empowering achievement of our civili- zation, is to be replaced by a vague and ill-defined screen savvy. The paper book, the tool that built modernity, is to be phased out in favor of fractured, unfixed information. All in the name of progress.

Computational thinking is an extension of what others have called solutionism: the belief that any given problem can be solved by the application of computation. Whatever the practical or social problem we face, there is an app for it. But solutionism is insufficient too; this is one of the things that our technology is trying to tell us. Beyond this error, computational thinking supposes - often at an unconscious level - that the world really is like the solutionists propose. It internalizes solutionism to the degree that it is impossible to think or articulate the world in terms that are not computable. Computational thinking is predominant in the world today, driving the worst trends in our society and interactions, and must be opposed by a real systemic literacy. If philosophy is that fraction of human thought dealing with that which cannot be explained by the sciences, then systemic literacy is the thinking that deals with a world that is not computable, while acknowledging that it is irrevocably shaped and informed by computation. The weakness of 'learning to code' alone might be argued in the opposite direction too: you should be able to understand technological systems without having to learn to code at all, just as one should not need to be a plumber to take a shit, nor to live without fear that your plumbing might be trying to kill you. The possibility that your plumbing system is indeed trying to kill you should not be discounted either: complex computational systems provide much of the infrastructure of contemporary society, and if they are not safe for people to use, no amount of education in just how bad they are will save us in the long run.

Core subjects include English, reading, and language arts; world languages; arts; mathematics; economics; science; geography; history; and government and civics. Learning and innovation skills are those possessed by students who are prepared for the 21st century and include creativity and innovation, critical thinking and problem solving, and communication and collaboration. Information, media, and technology skills are needed to manage the abundance of information and also contribute to the building of it. These include information literacy; media literacy; and information, communications, and technology (ICT) literacy. Life and career skills are those abilities necessary to navigate complex life and work environments. These include flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, and leadership and responsibility.

Visual media are redefining what it means to develop the tools of literacy to understand a changing world—with regard not just to the reception of information but also to its expression

In an age where information is disseminated with unprecedented speed and reach, the study of disinformation is more crucial than ever. By dissecting the technologies employed, the motivations that fuel disinformation, and the distinct styles of deceit adopted, John Gillam aims to unravel the deliberate and ever-evolving use of falsehoods. His first book, Decoding Disinformation, is the first in a series about disinformation.