Social history of information literacy (to meet the INFL100 learning objective: “Understand some of the economic, legal, and social issues surrounding information and use of information technology”):
Possible interesting intro video:
Anderson, S. (2009). In Defense of Distraction: Twitter, Adderall, lifehacking, mindful jogging, power browsing, Obama’s BlackBerry, and the benefits of overstimulation. New York, 42(18), 28-101. Retrieved from: http://nymag.com/news/features/56793/ABSTRACT: This article reports on distraction and stimulation related to the use of internet and communication technology in 2009. The article discusses attention and multitasking in terms of the use of websites such as Facebook, Twitter, and YouTube, as well as the use of cellular telephones and smartphones, constantly in daily life. Information is also provided on cultural change, email communication, focus, and restlessness.
Carr, N. (2008). Is Google Making Us Stupid? (Cover story). Atlantic Monthly (10727825), 302(1), 56-63. Retrieved from: http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/6868/ABSTRACT: The article examines the effect of Internet use on the ways people read and process information. The ability of technology to shape the process of thought is explored. Distinctions are made between decoding text and deep reading. The effect of technological innovations on the writing style of Friedrich Nietsche and on industrial efficiency is discussed.
Dretzin, R. (Producer). (2010, February 2). Digital nation: Life on the virtual frontier [PBS FRONTLINE]. Boston: WGBH. Retrieved from: http://www.pbs.org/wgbh/pages/frontline/digitalnation/us/“Digital Nation is a new, open source PBS project that explores what it means to be human in an entirely new world — a digital world. It consists of this Web site as well as a major FRONTLINE documentary to be broadcast on Feb. 2, 2010. Our production team is posting rough cuts and raw footage on the web, and gathering input, feedback and stories from users as we go.”
Sanger, L. (2010). Individual knowledge and the internet age. Educause Review, 45(2), 14-24. Retrieved from: http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume45/IndividualKnowledgeintheIntern/202336
An interesting critique of some current trends in online learning pedagogy from a surprising source; Sanger is one of the co-founders of wikipedia. In this article he takes on and skillfully defuses three common assumptions about learning in the internet age: that memorization is no longer necessary (since we can easily just Google simple facts, there is no need to memorize in order to learn), that group work which the online connectivity makes so easy is superior to outmoded individual learning, and that the age of books which requires sustained, individual attention on a complex development of ideas is being supplanted by power browsing and ideas conveyed in short, easily digestible articles, blogs, YouTube videos, podcasts, etc. I think this could be a good article because I suspect many digital natives also share some of these assumptions and others like them. It effectively argues against the common attitude of many students that they can just Google it, get a few facts, and magically be able to write a good paper.
Shapiro, J. J., & Hughes, S. K. (1996). Information literacy as a liberal art: Enlightenment proposals for a new curriculum. Educom Review, 31(2). Retrieved from: http://net.educause.edu/apps/er/review/reviewarticles/31231.html