The age of wisdom

The difference between “literacy” and “information literacy” and the need for so many forms of literacy still seem problematic to me.

Perhaps I can appeal to the learning theorists for guidance in exploring the problem. It is generally accepted that learning is a process that begins at birth and continues throughout a person’s life. Dewey believed in ‘learning by doing’ — a process of constructing meaning through experience and action (Kuhlthau et al, 2007). Dewey’s constructivism is also a political process that encourages students to make up their own minds about what is ‘right’ and what should be valued, and what action should be taken.

According to Dewey, ‘learning is a process of construction’. He believed that, of the two main approaches to learning (transmission in which the teacher or text imparts knowledge to students; and constructivist in which the student is active in building on what they already know to construct deep understandings by engaging with information and ideas), constructivist is the more intuitive.

But Dewey also saw learning is an emotional process. In How We Think (1933), Dewey described phases of reflective thinking: suggestion, intellectualism, guiding idea, reasoning and action.

Dewey proposed that construction of meaning begins with a suggestion. At this stage the learner is perplexed and confused because they have an incomplete understanding of the topic. I am currently at this stage in my understanding of “information literacy”.

Dewey advocates that through intellectualisation, the learner begins to define the problem or question and envisage possible solutions.

So let’s first of all look at the rudimentary definition of “literacy” by examining its etymological roots. (Etymology is the study of the history of words.) The word “literacy” is a combination of the Latin root “liter” meaning “letter” and the Latin noun forming “acy” refering to a state of being, quality, condition or level of adequacy. It’s amazing how much information seven letters can convey. When applied to people, “literacy” would be a person with an adequate level of understanding of letters, or perhaps an adequate level of ability to use letters — basic reading and writing.

Perhaps “literacy” is no more than what we need to be adequate.

When this word was pieced together from its Latin roots, it was probably an adequate term for its purpose. According to Wikipedia (http://en.wikipedia.org/wiki/Literacy), the word “literacy” was first used for the ability to write ones own name; then was used to describe “the ability to read for knowledge, write coherently and think critically about printed material”; and evolved into a term to represent “the lifelong, intellectual process of gaining meaning from print”. Over time the term “literacy” has shouldered an ever-increasing burden as people muscle their way through the information explosion.

What represents adequacy today?

In this age, educated citizens need more than a mere understanding of letters and the ability use them to read and write. Now it seems we need a term that encompasses gaining meaning from more than print materials (written and spoken texts, music, dance, visual arts, still and moving images and digital multimedia). Educated people must know how to find or create sources of information or data; organise information and data meaningful ways to construct further meanings; view data and information critically and creatively; and set about effectively communicating new ideas in politically active ways to effect social, economic and cultural change.

Ah! Now we need to be more than adequate, we probably need more than seven letters to describe such an accomplishment. So let’s continue to appropriate the word “literacy” and stick “information” in front. But does "information literacy" embody all we want to describe. Is there a better term for describing what we have come to call “information literacy”.

The Latin root “liter” is probably no longer sufficient to encompass the variety of sources of information available. An using ‘acy’ to describe the state of being is equally problematic — being ‘adequate’ is probably not enough for effective citizenship.

We need to cast a little broader and aim a little higher. Instead of Latin, let’s appeal to the Greeks. We not only need to study (ology) what is visible (phanero-) but also seek what is hidden (crypt-) and strive to change (morph-) it into something that we can put to work (erg-) in new ways. That might look something like the field of “phanercryptmorphergology” with “phanercryptmorphergacy” as the state of being an adequate “phanercryptmorphergist”. Quite a mouthful!

If we are going to appropriate terms from the past why not "philo-" meaning "love of" and "sophia" meaning "wisdom" — "philosophy"?

My point is that why take a term and tack on extra baggage when there already exists a word for fostering a love of learning through exploration, reflection and discussion. Philosophy says it all. Philosophy can be seen in action in most ancient and modern cultures of world. Contemporary Western philosophy, in common with many philosophies across the world and through the ages seeks to find wisdom through logical thought, discussion and action. Are we not seeking to ensure that students make wise use of what they learn?

Perhaps what the curriculum needs is a resurgance of philosophy rather than a redefinition of literacy. This is just a tentative notion of course - a proposition for further exploration. According to Dewey, once a tentative guiding idea is formed, it helps to focus the gathering of data and information to clarify the problem.

Learners then use reasoning to make the guiding idea more precise in light of the wider range of information. The next logical step is to compare information literacy learning with contemporary philosophy classroom practices.

What does philosophy look like in a Preparatory Year classroom?

I'm certainly looking forward to Dewey's final stage, where learners use their new understandings to adopt a point of view and take action to resolve their initial doubt. Whatever I gleen from this learning process, I'm sure it will impact on how I conduct library lessons in the future. 

References

Kuhlthau, C.C. , Maniotes, L.K. & Caspari, A.K. (2007). Chapter 2: The Theory and Research Basis for Guided Inquiry in Kuhlthau, C.C., Maniotes, L.K. & Caspari, A.K. (2007). Guided inquiry : learning in the 21^st century, Westport, Conn: Libraries Unlimited, pp.13--‐28.

Ramek. A. (2006). 'List of Greek and Latin roots in English'. on Wikipedia: The free encyclopedia.
http://en.wikipedia.org/wiki/List_of_Greek_and_Latin_roots_in_English#L