The Evolving Definition of Literacy

By: Cathy C. at Fordham University

Remember the olden days when you communicated by “snail mail,” physically mailing a letter to your Aunt Cecilia or prospective business client? Hold onto your seat, because email is now considered “slow” as the need for speed drives us to instant messaging (IM) and texting. Change, especially technological change, is exponentially impacting our daily lives, including the classroom and training room. Are you sticking your head in the ground? Running with fear? Embracing new technology? Are you literate or illiterate in technology?

Literacy is primarily defined as the ability to read and write, and secondarily includes being knowledgeable and educated (Webster’s, 1996). The Partnership for 21^st Century Skills further broadens the definition by including information, media, and technology skills in 21^st century readiness (Partnership, n.d.). Today, in the broadest definition of literacy, if you do not have technology skills, you are illiterate. Many educators, ironically the cornerstones of traditional literacy, are illiterate in technology, struggling to navigate the technological world.

The whole world seems to have gone digital: digital natives, digital immigrants, digital media, digital cameras, digital picture frames, digital TVs, digital radio, digital divide, digital mania. Digital natives don’t even know a world without technology, while digital immigrants work to understand the brave, new technological world. Compounding the challenge is the digital divide, presenting ethical and practical issues resulting from those with little or no access to technology versus those with easy access to technology (King & Griggs, 2006). How does the digital immigrant teacher reach digital native students, and span the digital divide?

Reflecting on Prensky’s (2007) article “How to teach with technology: keeping both teachers and students comfortable in an era of exponential change” and my own experience in adult education and learning, I propose the following: If you can’t beat them, join them; know enough to be dangerous; and climb the pyramid, specifically Bloom’s taxonomy of learning.

If you can’t beat them, join them! Young students as digital natives have never known a world without personal computers, instant messaging, texting, email, search, websites, blogs, wikis, podcasting, digital cameras, Facebook, MySpace, Twitter, and scores of other technologies. Whether we like it, or not, students are informally learning from these technologies outside the classroom. So, why not harness the power of technology for formal learning inside the classroom? While I concur with Prensky’s (2007) theme that finding and applying the right information is very important, I believe you still need some information in your head. Lifelines are great on “Who Wants be to a Millionaire?”, but not always available or accurate in real life. Whether or not the information is in your head or on your iPhone, the technology train is leaving the station. So, let’s get on board, ensuring that every student and teacher has a seat, and enjoy the ride.

Know enough to be dangerous! Prensky (2007) promotes a technological division of labor with students taking the lead on emerging technologies, and teachers taking the lead on the learning objectives of why we are using technology. While I agree with Prensky’s thought that students will likely be more technologically savvy than their teachers, I believe teachers need a basic level of competency in order to confidently facilitate learning experiences. As teachers evolve from being the “sage on the stage” to “guide by the side,” they need the confidence and skills to facilitate learning with and about technology. Finally, I disagree with Prensky and believe that training can be part of the solution providing knowledge, skills, and ideas about effective learning with and about technology.

Climb the pyramid, specifically Bloom’s taxonomy of learning pyramid (Forehand, 2005). A critical role of the educator is to teach higher level thinking. Students can undoubtedly use technology to increase knowledge, comprehension, and even application. However, teachers can add higher level thinking experiences by facilitating analysis, syntheses, and evaluation. Students need to learn how to analyze, compare, contrast, design, modify, organize, evaluate, judge, critique, and interpret. For example, information from the Internet must be intentionally gathered, evaluated for relevancy and accuracy, and applied to problems (Jonassen, Howland, Marra, &Crismond, 2008). Prensky (2007) offers a compelling question about whether or not technology adds value. Teachers can help students to answer this question and understand the responsible use of technology.

Students and teachers need to be literate in the broadest definition of literacy. Yes, educators can learn technology from students, and students still need to learn from their teachers. Since we can’t beat students and technology, let’s join them and harness the power of learning with and about technology. In order for teachers to facilitate such learning, we need to know enough to be dangerous, competent and confident in learning with and from our technologically-savvy students. Finally, teachers are needed in order for students to climb the pyramid, specifically Bloom’s taxonomy of learning pyramid, to higher level thinking.

References

Forehand, M. (2005). Bloom's taxonomy: Original and revised.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved February 4, from http://projects.coe.uga.edu/epltt/.

Jonassen, D., Howland, J., Marra, R., Crismond, D. (2008). Meaningful learning with technology. Upper Saddle River, NJ: Pearson Education, Inc.

King, K. P. & Griggs, J. K. (2006). Harnessing innovative technology in higher education. Madison, WI: Atwood Publishing.

Partnership for 21^st Century Skills. (n.d.). Framework for 21^st century learning. Retrieved, February 4, 2010, from http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=119

Prensky, M. (2007). How to teach with technology: Keeping both teachers and students comfortable in an ear of exponential change (Electronic version). Emerging Technologies for Learning, 2.

Webster’s II New Riverside Dictionary (Revised ed.). (1996). Boston: Houghton Mifflin

Evaluating Content on the Web: What You See May Not Be What You Get

By Cathy C. at Fordham University

Who? What? Where? When? Why? How? I was a curious child, relentlessly bombarding my parents, older brother, and aunt with numerous and varied questions. After patiently attempting to answer my question, the next reply was usually, “Go look it up in the encyclopedia.” As a child, I accepted everything I read in an encyclopedia or textbook as truth. As I matured, I learned that written sources of information can have inaccuracies, misinformation, biases, outdated material, and inadequate coverage to the topic. At times, written sources of information may even attempt to persuade, dissuade, misinform, and mislead. What you see, or in this case read, may not be what you get!

The same is true with content on the Web. Using the Web, one can easily find abundant quantity about a topic, but what is the quality? In the case of encyclopedias and textbooks, editors and publishers may offer some additional scrutiny prior to publication. However, in the case of the Web, anyone can publish at anytime, and more and more of us are relying on that information. How to evaluate if what you see is what you get? Alexander & Tate (1996) offer a Web page evaluation procedure using checklists, based on the type of web page, and five criteria for evaluation: accuracy, authority, objectivity, currency, and coverage.

In the business banking world, web-based research is beginning to be used almost daily. Business banking client managers work with businesses from $2.5 to 25 million in annual sales revenue, actively working to attract new businesses to the bank and their portfolios. Client managers call on business owners, chief financial officers, and controllers in their place of business; offering banking services like loans, deposits, treasury management, merchant services, and credit cards. Resources, such as time, are always short, so client managers use the Web to more efficiently and effectively identify businesses that fit the annual sales revenue target. Once qualified as in the target, the client manager can us the Web to learn more about the business’s industry, history, products and services, ownership, key personnel, current media coverage, etc.

Though the Web often provides quantity about a business client, the client manager must evaluate quality. Alexander & Tate’s (1996) Business/Marketing page checklist and evaluation criteria can be used to provide a procedural approach, assuring greater consistency and quality:

· Accuracy: How accurate is a business’s self-reported data? Do other reliable sources corroborate the information? Links to SEC, industry group, Chamber? Is the website professional in format, spelling, grammar, etc.?

· Authority: Is this an official website? Who is writing about the business? In what capacity or role? What is the ownership structure? Can the address and telephone number be confirmed? Are there sponsors? No ads?

· Objectivity: What’s the bias? What is the authority’s relationship to the business and how does that affect opinion?

· Currency: When was the business’s website created or last revised? How current is information from other sources?

· Coverage: Is the page complete? What topics are covered? What are the scope and depth of the information? Product and services detail?

Is what you see what you get? In rare cases, client managers cannot find Web information about a business, which leads to questions about authenticity and size. Incomplete or poorly designed web pages create a negative first impression. Quality web pages with accuracy, authority, objectivity, currency, and coverage create a positive first impression, usually leading to a face-to-face call to explore a banking relationship that may ultimately save the business more time and money.

References

Alexander, J. & Tate, M. A. (1996). Web resources evaluation techniques. Retrieved September 27, 2009, from Widener University, Wolfgram Memorial Library Web site: http://www3.widener.edu/Academics/Libraries/Wolfgram_Memorial_Library/Evaluate_Web_Pages/Original_Web_Evaluation_Materials/6160/

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Wikis in the Workplace: Three Online Learning Applications

By Cathy C. at Forhdam University

What is a wiki? If you’re going to look up the definition of “wiki” it makes sense to go to Wikipedia, possibly the most popular wiki and one of the most popular sites on the Web. Using the tag line “The Free Encyclopedia,” Wikipedia (2009) describes a wiki as a website that easily allows for the creation and editing of several web pages, including collaborative websites. The term “wiki” is derived from “wikiwiki” the Hawaiian word for “quickly” (Nesbitt, 2007). Aptly named, a wiki provides for quick creation, quick gathering, quick sharing, quick updating, quick editing, quick collaboration, quick notes, quick knowledge, quick…

In the business world, time – or in this case, quick – is money. Associates are being asked to accomplish more with fewer resources. Rather than working harder and harder, it may be more productive to focus on working more efficiently and effectively. In other words; let’s work smarter, not harder. Wikis can be a way to work more efficiently, effectively, and smartly; by providing quick and easy gathering and sharing of relevant information. Let’s take a look at three workplace applications in a banking environment: a loan training case study, a client and sales management database implementation, and ongoing business development.

Adult learners prefer relevant learning experiences that validate and incorporate their prior experiences (Knowles, 1980). Wikis can provide an online learning experience that is relevant, convenient, and interactive; along with leveraging prior experience. Business banking client managers have an ongoing training need for beginning, intermediate, advanced, and updated loan skills training. In making loan decisions, client managers gather and analyze information about the borrower’s five “C”s: character, cash flow, capacity, collateral, and conditions. Based on the information and analysis, they make judgment decisions about how to structure the loan and whether or not to make the loan. A relevant loan case study can be posted to a wiki, allowing client managers to conveniently access information, analyze, ask questions, share thoughts, post structuring ideas, and weigh-in on whether or not they would make the loan.

Recently the business banking division of a major bank implemented a new client and sales management database. The database summarizes bank information about clients, calendars client contact, measures profitability, requires the input of pipeline information, tabulates new sales, etc. A wiki would be useful in order to provide a one-stop resource for job aids, training access, frequently asked questions, posting of questions, identification of problems, and sharing of best practices. By consolidating information in one place, client managers and teammates will save time, experience less frustration, learn more quickly, and enjoy more accurate information and results.

Finally, client managers and teammates always need to spend more time on business development. Attracting new clients to the bank, then growing those relationships, is rewarding both intrinsically and monetarily. A wiki can be used to gather and share business development information: capabilities presentations, pitch books, responses for proposals, marketing materials, brochures, handouts, and other presentations. Client managers can post best practices, make plans for running the booth at an upcoming conference, post industry news, consolidate timely economic information, the list goes on and on.

As you can see, wikis provide an effective tool for a loan training case study, a client and sales management database implementation, and ongoing business development. Busy working adults can conveniently access relevant online information and training. Wikis can be the “quick” solution for gathering and sharing information, and providing an opportunity to share experiences and learn from others’ experiences. Save some time. Explore a workplace wiki – and be “quick” about it!

References

Knowles, M. (1980). The modern practice of adult education: Form pedagogy to andragogy. (2^nd ed.) New York: Cambridge Books.

Nesbitt, S. (2007, October 21). Is there a wiki in your future? Tech-tips. Retrieved October 8, 2009, from http://www.geeks.com/techtips/2007/techtips-21OCT07.htm

Wiki (2009, October 6). Wikipedia, the free encyclopedia. Retrieved October 8, 2009, from http://en.wikipedia.org/w/index.php?title=Wiki&oldid=318307237

Distance Learning – Myth Busters

By Cathy C. at Fordham University

Anytime Anywhere Learning Professional Development School (AALPDS)

Though distance learning has come a long way, myths and misconceptions still exist. In reading King and Griggs’ (2006) review of successful distance learning projects, the Anytime Anywhere Learning Professional Development School (AALPDS) stood out as an impressive distance learning myth buster. This professional development program was designed to meet the need for “…new and existing teachers to design and deliver standards-based instructional programs” (King & Griggs, 2006, p. 153). The AALPDS program is a myth buster about distance learning being impersonal and isolating.

Myth #1: Distance Learning is Impersonal

Some adult learners believe that distance learning is a cold and impersonal experience. They fear the loss of the personal touch and may be concerned about lack of computer skills. The AALPDS program recognized that the program’s participants were adult learners from different generations. As adult learners, the AALPDS participants each brought a vast number and variety of experiences to the learning opportunity. In order to be an effective learning opportunity, AALPDS had to acknowledge and respect each adult learner and his or her experience (Knowles, 1980; Lawler & King, 2000).

AALPDS also recognized that the adult learners represented different generations. Generational learner differences included technology skills, learning styles, and professional development expectations (King & Griggs, 2006). Rather than assume that all learners were the same, the program offered personalized solutions such as toll-free, person-to-person technical assistance, in addition to online help. Rather than struggling alone, technologically uncomfortable learners were paired with computer and Web savvy buddies. Distance learning can be up-close and personal!

Myth #2: Distance Learning is Isolating

No man is an island, nor do you have to feel like you’re isolated on a distance learning island. Learner-to-instructor and learner-to-learner connections are possible in distance learning via discussion and dialogue. For example, the AALPDS program used experienced and qualified instructors to interact with individual learners and the learning community. These instructors fostered interaction by facilitating discussion, asking interesting questions, and raising provocative issues (King & Griggs, 2006). Online learning even offers the opportunity for sustained discussion and dialogue over longer periods of time (King, 2002).

An online discussion board can overcome feelings of isolation and offers several benefits to learners. Discussion boards mimic in-class discussion and can actually increase learner participation by giving everyone a chance to be heard. Learners are conveniently able to participate in discussions 24/7 without time constraints. An online learning community can emerge and provide genuine and useful interaction (Luppicini, 2007). Because of the resulting learning community and online infrastructure, the learning experience may continue even after the class has officially ended.

Beyond Myths to Transformative Distance Learning

As a myth buster, the AALPDS program models how distance learning can actually be a personal and connecting learning experience. AALPDS participants and other adult distance learners may even experience transformative learning. How? Distance learning can provide the opportunity for self-reflection, discussion, and dialogue that result in sharing and comparing of information, discovery or potential inconsistency of ideas, negotiation of meaning, synthesis of new ideas, creation of a disorienting dilemma, and finally the emergence of new thinking (Luppicini, 2007). The power of distance learning!

References

King, K. P, (2002). Testing the waters distance education n adult education programs. PAACE Journal of Lifelong Learning, 11, 11-24.

King, K. P. & Griggs, J. K. (2006). Harnessing innovative technology in higher education. Madison, WI: Atwood Publishing.

Knowles, M. S. (1980). The modern practice of adult education: From andragogy to pedagogy. New York: Cambridge.

Lawler, P. A. & King, K. P. (2000). Planning for effective faculty development. Malabar, FL: Krieger Publishing Company.

Luppicini, R. (2007). Online learning communities. Charlotte, NC: Information Age Publishing, Inc.