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If we are using content providers such as libraries, archives, museums, media, and digital communications companies in learning spaces, we need to consider our ways of educating: how are we using them? How do they impact the ways in which information is communicated to learners, how learners communicate among themselves, and how learners communicate with educators? What data are the providers collecting about this process, and with what implications?

Communication and information models can provide a framework for conceptualizing the place of MIL within the educating and learning experience. These models provide the opportunity to closely examine the roles of educators, learners, and information providers in learning spaces.

A simplistic model was proposed using an engineering paradigm after the Second World War (Shannon and Weaver, 1948; Schramm, 1954; Berlo, 1960). This model assumes the process is linear and begins with a sender of a message, whereas many would highlight the structuring agency of channels and their driving force, as well as shaping by genres and formats of messages. While the model also misses major issues of community, culture, power and engagement with meaning, it does identify elements that can give limited insights. 

• Sender (originator/source)
• Message (content)
• Channel (medium)
• Receiver (responder/decoder)
• Feedback (receiver to sender and vice versa as the loop continues)

Other models are proposed below. However using this elementary schema, the following activities can be considered:

• Educators and learners can identify the ways in which this model could be applied to learning experiences in their teaching or learning spaces. What roles are assumed as educators in this model? What roles are available to learners? How is the learning experience shaped by these roles? How is the feedback process managed in the educating-learning processes? How can a knowledge of MIL help to improve this process?
• Consider the opportunities learners have to critically examine the platforms through which they receive content and communicate for learning. Related to this are notions of educating about and through libraries, archives, museums, media and digital communications companies. Through which of these providers are learners receiving content and communicating in learning spaces? What is the impact of these providers on the educating and learning experience? Which are permitted for use in your formal teaching and learning spaces? Which are not? Why? Explain the rationale and selection process for including these in the curriculum. How can MIL help?
• Educating about MIL requires awareness and analysis of all forms of content providers and the role they play in lifelong learning and the conveying and shaping of information, messages, and communication (e.g. libraries, archives, media and digital technology themselves become the subject of study in the classroom). Educating that makes use of content providers requires an awareness and analysis on the part of educators and learners of their own role and the role of these providers and their particular agendas and interests. This impacts on what is being taught, and through which providers or tools? Is there a particular topic or subject that is being taught through the use of libraries, digital communications companies or the media? How can educators apply MIL skills to what they are teaching?
• Identify general examples of educating about MIL and through digital technology, media, libraries, archives and other information providers. Describe specific activities/ examples in your learning spaces where both of these approaches are used. What do these approaches offer to learners in terms of their learning experiences?
• Educators and learners should organize work in small groups to investigate the follow communication and information models pertaining to communication:

Sample Communication Theories

• Laswell’s Model of Communication
• Adaptive Concept of Thought 
• Agenda Setting Theory
• AIDA (Attention Factor, Interest Element, Desire Element, and Action Element) Model
• Attribution Theory
• Cognitive Dissonance Theory
• Social Marketing Theory

Sample Information Theories

• Contextual Design
• Information Theory
• Information culture
• Social information Processing

Sample Theories Digital Technology Research and Engagement *

• Technology Acceptance Model
• Control Theory
• Social Contract Theory
• Channel Theory
• Information Integration Theory
• Bayesian Decision Theory
• Creativity Theory
• Mindfulness Theory

Each group should prepare basic original posters that they will use to communicate the theories to others in classroom discussion. Educators and learners should answer the following questions (other questions could be added). What are the main components of the theory? What are its focus and strengths? How does it differ or relate to at least one other theory? What are its weaknesses? Can educators or learners give at least one real- life example where they have seen this theory help the educating or learning process? What might be missing for the theory or model? How do you think MIL can help?

• Educators should search and guide case studies of the application of different theories beyond those listed above. Discuss in group and guide discussion.

* Lim, Sanghee & Saldanha, Terence & Malladi, Suresh & Melville, Nigel. (2013). Theories Used in Information Systems Research: Insights from Complex Network Analysis. Journal of Information Technology Theory and Application. 14. 5-46.