Module 3: Research, Information Cycle, Digital Information Processing, Intellectual Property
To be a citizen in our information society, individuals ought to understand the information cycle, so that they benefit and contribute to it, no matter if information is oral or written.
Background and Rationale
Educators will have been exposed to the basics of media and information literacy (MIL) in the foundational Module 1 and subsequent units. The purpose of this module is to show that other important research and information cycle issues are vital components of MIL as well.
This module emphasizes the building blocks that contribute to traditional information literacy. Many courses concentrate on the delivery of knowledge rather than on learning how to learn. However, the increasing emphasis on the value of MIL in education and in wider society highlights the importance of users being skilled learners, being aware of their role and variable place in the information cycle. While the concept of “information cycle” is sometimes limited to the processes of news media production and consumption, the notion can be much wider - covering how content can flow and transform within and across many different institutions and actors. The value is to put attention on flows, rather than a single snapshot, and the interdependent character of communications as enabled by diverse entities with differential power, reach and influence. For MIL, all this implicates a need for learning how, within the fluid universe of a mass of variable content, to recognize information needs. Then, on this basis, how to efficiently and effectively locate/retrieve information; analyse, organize, and evaluate this information; and use, apply, reproduce and communicate that information for specific decision-making and problem- solving ends (UNESCO, 2008). Essentially, MIL also embraces library skills, study and research skills, and technology skills.
Every research must start with a question, which must be answered through the collection and analysis of data and information. or to satisfy a need for information.
Science does not only refer to a body of knowledge, but is also a way of knowing and learning. One important underpinning for learning and appreciating science is learners’ understanding of the nature and structure of scientific knowledge and the process by which it is developed, including as an end in and of itself. In addition, emerging research evidence suggests that learners' grasp of scientific explanations of the natural world and their ability to engage successfully in scientific investigations are advanced when they understand how scientific knowledge is constructed.
Educators have to acquire for themselves and develop in learners a set of competencies (knowledge, skills and attitudes) for obtaining, understanding, adapting, generating, storing, and presenting information for problem analysis and decision-making. These are competencies applicable to any educating and learning context, whether in the education environment, general work/professional environment or for personal enrichment. A media and information literate educator is capable of understanding messages from different information sources and is able to evaluate and use that understanding appropriately to solve problems. The educator has also acquired basic library skills and can maximize the use of documentary resources for learning and information sharing. A media and information literate educator understands and appreciates the functions in society of media and other content providers, such as libraries, museums, archives, digital communications companies, and educational and research institutions working in this field.
Content providers offer an important service for people to access and in some cases store their own information. Beyond the media, there are other sources of information that people use (e.g. health notices, government reports and information communicated orally, both informally and through public debates). These may be carried electronically, (e.g. as election debates on television) or in face-to-face sessions (e.g. town hall meetings). These events may be mediated by the media or by people.
A central concept to the information life cycle is intellectual property rights of which everyone should have a basic understanding. “Intellectual property rights are the rights given to persons over the creations of their minds. They usually give the creator an exclusive right over the use of his/her creation for a certain period of time.” There are two main aspects of intellectual property (IP), copyright and rights related to copyright. So important is this concept that the United Nations set up the World Intellectual Property Rights Organization (WIPO) consisting of 193 member states. WIPO serves as a global forum for IP services, policy, information and cooperation. Most countries have laws that protect IP such as patents, copyright and trademarks.
This module focuses on developing understanding of the information cycle, research skills and respect for intellectual property in the context of academia media and information literacy, library skills and the digital ecology. The focus is on problem-solving and decision-making in educational and local community engagement contexts. It intends to enable educators and learners to understand the concepts mentioned above and the relationship between these in order to increase their skills in accessing and using the wide range of information resources available in today’s world. Gaining these skills will provide opportunities for life-long learning, thus ensuring educators’ and learners’ continued participation in an active intellectual life.