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UCLAPacific Bell Initiative for 21st Century Literacies

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Title: UCLAPacific Bell Initiative for 21st Century Literacies


1
UCLA/Pacific Bell Initiative for 21st Century
Literacies
  • Howard Besser
  • UCLA School of Education Information
  • http//www.newliteracies.gseis.ucla.edu/
  • http//www.gseis.ucla.edu/howard

2
UCLA/Pacific Bell Initiative for 21st Century
Literacies-
  • The Problem and Issues
  • Project Dates Staff
  • The User
  • Adaptive Systems
  • Summit
  • Policy
  • More details on going beyond Info Lit dealing
    w/Design Issues

3
21st Century Literacies
  • Information Literacy
  • Visual Literacy
  • Media Literacy
  • Cultural Literacy
  • ...

4
The Problem and Issues
  • If we solve Access Problem (technology,
    bandwidth, training), other impediments to an
    informed citizenry still remain
  • Need critical evaluation of resources
    (reliability, authoritativeness, thoroughness,
    recency)
  • Need skills to pare down from information
    overload
  • Need critical thinking skills
  • Need to deal with different users having
    different backgrounds and capabilities

5
Project Dates Staff
  • Summer 2000-Dec 2001
  • 1 million
  • Co-Directed by Aimée Dorr and Howard Besser
  • October 21, 2000 Summit (planning involved 20
    people from Pacbell UCLA)
  • Rest of project primarily UCLA
  • Coordinator Sheila Afnan-Manns (afnanmanns_at_gseis.u
    cla.edu)

6
The User
  • Evaluative bibliography of literature and
    projects
  • Analysis of what we know thusfar from several
    different perspectives (curriculum design,
    library services, critical theory, information
    retrieval, user-centered design, )
  • Examining model curriculum

7
Design Issues
  • Examine factors that inhibit efficient and
    effective use of an information system
  • Examine how best to design systems to match the
    literacy levels, technological capabilities, and
    other characteristics of the user
  • Principles, Practices, and Guidelines for Good
    Design for Facilitating Access (screen design,
    searching navigation, metadata description,
    info structures organization, usability
    testing, )
  • Build Adaptive Systems

8
Build Adaptive Systems
  • Build Systems that adapt the same back-end
    information to different user profiles (different
    knowledge bases, different technical
    capabilities, different cognitive structures)
  • User profiles may include advanced researcher in
    a particular subject area, general undergraduate
    student, high school student,
  • Different profiles will need different user
    interfaces, navigation, searching vocabulary,
    file formats and sizes, ...

9
Summit (1/2)Oct 21, 2000
  • Bring widespread attention to the underlying
    issues
  • 360 professionals from education, librarianship,
    public policy, and industry
  • 15 Higher Ed faculty, administrators, librarians
  • 28 K-12 teachers, principals, superintendents
  • 14 public and K-12 librarians
  • 33 future practitioners, policy makers,
    librarians, educators
  • 8 business community
  • 3 government (governors office, state dept of
    Educ, )

10
Summit (2/2)Oct 21, 2000
  • Snappy video to highlight the problems (25
    unsolicited requests to show video in 1st month
    after Summit)
  • Over 2 dozen exhibits and poster sessions
    explaining related projects throughout the
    country
  • Guest speakers (Alan Kay, Marcia Bates, Pat
    Breivik, Kathleen Tyner, Anna Deavere Smith, Tal
    Finney)

11
Policy
  • information literacy standards
  • issues related to the "Digital Divide
  • privacy and ownership concerns
  • ...

12
Information LiteracyBeyond Users to Design-
  • Traditional Approaches to Information Literacy
  • Why is Design of Information Delivery Systems
    Important?
  • The UCLA/Pacific Bell Initiative for 21st Century
    Literacies
  • The Initiative as a whole
  • Adaptive Design Systems
  • What does this all mean for Higher Ed
    Professionals?

13
Information Literacy Definitions
  • Information literacy is 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 (ALA 1989)
  • "the ability to locate, evaluate, and use
    information to become independent life-long
    learners" - Commission on Colleges, Southern
    Association of Colleges and Schools (SACS).
    Criteria for Accreditation. 10th ed. Dec. 1996.
    http//www.sacs.org/pub/coc/cri70.htm
  • "the abilities to recognize when information is
    needed and to locate, evaluate, effectively use,
    and communicate information in its various
    formats" - State University of New York (SUNY)
    Council of Library Directors. Information
    Literacy Initiative. 30 Sept. 1997.
    http//olis.sysadm.suny.edu/ili/final.htm
  • "a new liberal art that extends from knowing how
    to use computers and access information to
    critical reflection on the nature of information
    itself, its technical infrastructure, and its
    social, cultural and even philosophical context
    and impact" - Shapiro, Jeremy J. and Shelley K.
    Hughes. "Information Literacy as a Liberal Art".
    Educom Review. 3.2. Mar./Apr. 1996.
    http//www.educause.edu/pub/er/review/reviewarticl
    es/31231.html
  • "the skills of information problem solving" -
    Wisconsin Educational Media Association (adopted
    by the National Forum for Information Literacy).
    Position Statement on Information Literacy. 1993.
    http//www.ala.org/aasl/positions/PS_infolit.html

14
Traditional Approaches to Information Literacy
(IL)
  • Individual User assumed to lack skills
  • Focus is on development of curriculum to train
    individual users and test competencies

15
Critique of Traditional IL Approaches
  • Goes beyond the equipment-based approaches to the
    Digital Divide (Net-Day, TIIAP, state federal
    initiatives)
  • Assumes that all Users need is training
  • Relies on school-based model where instruction
    can reach everyone
  • Often doesnt account for rapid changes that
    necessitate lifelong learning/re-education
  • Assumes that Info Delivery Systems can be clearly
    understood by a well-trained user

16
Examples of Traditional IL Approaches-
  • ALA/ACRL Competency Standards
  • AASL/AECT Standards

17
ALA/ACRL IL Competency Standards for Higher
Education
  • 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
  • Use information effectively to accomplish a
    specific purpose
  • Understand the economic, legal, and social issues
    surrounding the use of information, and access
    and use information ethically and legally

18
AASL/AECT 9 StandardsInformation Literacy
  • The student who is information literate accesses
    information efficiently and effectively.
  • The student who is information literate evaluates
    information critically and competently.
  • The student who is information literate uses
    information accurately and creatively.

19
AASL/AECT 9 StandardsIndependent Learning
  • The student who is an independent learner is
    information literate and pursues information
    related to personal interests.
  • The student who is an independent learner is
    information literate and appreciates literature
    and other creative expressions of information.
  • The student who is an independent learner is
    information literate and strives for excellence
    in information seeking and knowledge generation.

20
AASL/AECT 9 StandardsSocial Responsibility
  • The student who contributes positively to the
    learning community and to society is information
    literate and recognizes the importance of
    information to a democratic society.
  • The student who contributes positively to the
    learning community and to society is information
    literate and practices ethical behavior in regard
    to information and information technology.
  • The student who contributes positively to the
    learning community and to society is information
    literate and participates effectively in groups
    to pursue and generate information.

21
Why is Design of Information Delivery Systems
Important?-
22
Graphic Layout-
23
Bad Type
24
Fonts/Colors/Backgrounds
25
Colors Fonts
26
Background Color D9D900
27
Blinks Fonts 1
28
Blinks Fonts 2
29
Blinking Drawings
30
Width Problems
31
Navigation Choices-
32
Cluttered Choices
33
Clutter
34
Icons
35
More Advanced Navigation, Choices, Graphic
Design-
36
Sliding DHTML Menu
37
Background Menu Bars
38
Too Many Pop-ups
39
Mouse-Up
40
Fancy Motion-
41
Too Much Flash 1
42
Too Much Flash 2
43
Basic Set-up-
44
Meta Tags
45
Make User Change Browser
46
Contact Information
47
Design Issues (repeat)-
  • Examine factors that inhibit efficient and
    effective use of an information system
  • Examine how best to design systems to match the
    literacy levels, technological capabilities, and
    other characteristics of the user
  • Principles, Practices, and Guidelines for Good
    Design for Facilitating Access (screen design,
    searching navigation, metadata description,
    info structures organization, usability
    testing, )
  • Build Adaptive Systems

48
Good Design Principles
  • Promote good design practices throughout the
    Design community
  • Get the Design community to sign on to a set of
    Principles for Good Design-
  • Create Guides Best Practices Documents-

49
Possible Good Design Principles
  • Dont disenfranchise users who have slow
    processors, older browsers, low bandwidth, visual
    impairment, etc.
  • Clearly note the recency of any information
    resource
  • Make sure that a user can easily determine what
    organization/agency created or contributed to an
    information resource

50
Important Dimensions toGood Design Principles
  • screen design
  • searching navigation
  • metadata description
  • info structures organization
  • usability testing

51
Our Resources related toGood Design Principles
  • Screen Design - The visual design of the screen
    can impact usability. Color, font, the use of
    images, and layout of screen elements are
    essential design components.
  • Searching and Navigation - Ease of navigation and
    search/browsing options are critical components
    of usability.
  • Metadata and Description - Good metadata and site
    description will help users find the appropriate
    website.
  • Information Structures and Organization - How
    information is organized and categorized shapes
    access. For systems with an underlying searchable
    database, the structure of the database itself
    will determine the outcome of searches.
  • Usability Testing - Includes resources on how to
    evaluate sites and on testing for usability.

52
Build Adaptive Systems (again)
  • Build Systems that adapt the same back-end
    information to different user profiles (different
    knowledge bases, different technical
    capabilities, different cognitive structures)
  • User profiles may include advanced researcher in
    a particular subject area, general undergraduate
    student, high school student,
  • Different profiles will need different user
    interfaces, navigation, searching vocabulary,
    file formats and sizes, ...

53
Our Resources Website
54
Adaptive Systemswhat theyll do
  • Can serve different audiences (general public,
    purposeful inquirer cultural tourist, domain
    specialist)
  • Each profile audience will
  • see a level of discourse addressed to them
  • experience a user interface appropriate to their
    profile
  • use vocabulary they are familiar with
  • Yet all will be using the same back-end set of
    information

55
Adaptive Systemshow theyll work
  • Passing search terms through a thesaurus to map
    specialist vocabulary to/from vernacular
  • Adapting vocabulary from curatorial language into
    common discourse development of markup
    extensions to EAD/CIMI/CIDOC to allow description
    for different audiences
  • In general, specialized users will experience
    more text-based interfaces, while general users
    will experience more graphic/visual interfaces

56
Adaptive Systemsdevelopment plan
  • Research and experimentation
  • Profile 5-10 different user communities
  • Mechanize 2-3 different information delivery
    systems
  • Demonstrate the utility of this approach (proof
    of concept) for further research and design

57
What does this all mean for Higher Ed
Professionals?
  • Good set of Design Guidelines
  • Feasibility of Adaptive Systems that deliver the
    same back-end info tailored to different sets of
    user needs

58
Information LiteracyBeyond Users to Design
  • Howard Besser
  • UCLA School of Education Information
  • http//www.newliteracies.gseis.ucla.edu/
  • http//www.gseis.ucla.edu/howard/
  • http//www.infolit.org/

59
(No Transcript)
60
Additional CommentsContent Access Issues for
Haves vs. Have-Nots
  • Costly Content
  • Disappearing Public Domain
  • Locked-Up content
  • Commodification of Information
  • Disintermediation
  • Preservation Failures
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