Information Has Value

Information Has Value

This current frame seems to be to me the easiest to understand as it deals with things we face in not just libraries but everyday life. The Frame of Information has value reflects on the idea that information in itself possesses various dimensions and among those dimensions are commodity, a tool or means of education, a means to influence, and as a means of negotiating and making sense of the world around us.

How information is accessed is bound by legal, socio-political and economic rules and regulations.

There exist mountainous responsibilities when it comes to either consuming or creating information that is based on other peoples work.

We have to cite the words, ideas and products of other people, we need to acknowledge the time and effort it took for them to do the work they did and try to either add to it or provide alternatives to that but we cannot do any of that without the acknowledgement of the creator of the original work done.

We need to know and understand the difference between copyright, open access and the public domain.


Learning Outcomes:

Learners will be able to identify the common issues surrounding a shortage of access to information sources.

Learners will be able to explain what the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain is about.

Learners will be knowledgeable about the various platforms or markets for various genres of publishing


Activities:

Search for 5 'Open Access' Journals in the Institutional Repository of the University of the Western Cape and give a clear description of what 'Open Access' is and what the need is for it.

Activitiy number 2 I will have hand-outs for each learner and have the symbols on them and learners will have to on a separate piece of paper write down what each symbol means with the assistance of a computer with internet access and write a brief description of it. eg licence, what is its practical reason for being, etc.

For the 3rd activity learners will be paired into groups and each group will have to decide on various platforms of publishing. The groups then take on the role of author and then by means of understanding the relationship between author and eg. article published in journal or newspaper and what it entails. And then the groups will give feedback on that experience, what they had to go through and what the processes were and what the end result is.

Knowledge Practices:

 recognize issues of access or lack of access to information sources;

articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain;

decide where and how their information is published;

http://creativecommons.org/tag/open-licensing

Reflection on Searching as exploration

Searching as Explorating refers to the notion that searching as a process is something that is always in motion reflecting on one searching avenue giving way to a multitude of other possible search strategies. One may look at it as a continuous struggle towards the perfecting of a search in order to reveal the most relevant information. The example I used in my activity was the searching on my topic of social network and school children. In this case one may alter the search strategy from searching for books to that of online sources and also maybe narrowing it a bit so that it may show only from a particular field. The various databases in the Institutional Repository of UWC makes it even more exciting for the various platforms to unveil searches for current and relevant themese of whatever subject one might need to read up on.

This is my idea of what the frame holds.

Searching as Exploration

Searching as Exploration

Task:

Using my research topic of Social Networking and how it affects school children at John Ramsay Senior Secondary School I will be teaching the Frame Searching as Strategic/Searching as Exploration.

Learning Outcomes:

Learners will be able to adapt a search strategy according to the status quo
Learners will be able to ascertain which platforms for which situation
Learners will know about boolean operators and how it affects the search strategy

Activity.

Go back to the beginning when the topic was still fresh and start the search strategy that was enforced. Take  out the keywords of the topic and try to brainstorm alternative words or synonyms to find answers. eg. Instead of Social Network use a specific social network and type in 'Facebook' and 'School Children' or instead of 'School Children' type in 'Learners' etc.



Knowledge Practices:

utilize divergent (e.g., brainstorming) and convergent (e.g., selecting the best source) thinking appropriately when searching;