Education for Information

This study follows three Grade-six primary school students as they access, interpret and use information found on the Web in order to complete a class assignment. It comments upon information-seeking behaviors, information interpretation skills, and information utilization by the students. Finally, it identifies a series of issues that educators must address if the Web is to be successfully incorporated into the classroom. The students' ability to successfully integrate the Web into their learning is dependent upon teacher understandings of learning outcomes and the instructional strategies used in the design of class assignments.

The paper assesses the present condition of the emerging specialism of information society studies. The main discoveries of macrolevel information society research are identified and appraised. The information society thesis really exists in several distinct forms or ‘versions’, reflecting varied disciplinary and national backgrounds. The most influential version, originating in the economics of Fritz Machlup, posits a growing information sector. However, Machlupism is somewhat counter-intuitive and vulnerable on methodological grounds. Conversely, the less well-known Japanese ‘johoka shakai’ research front, which measures telecommunication flows across whole societies, has much to offer information society studies. A third version, to which the British futurist Ian Miles has made a significant contribution, emphasises the diffusion of information technology. The paper argues that we require -- and, notwithstanding the efforts of sociologists Daniel Bell and Manuel Castells, are still awaiting -- a balanced synthesis of the several versions; a synthetic methodology should also address the concerns expressed in a powerful tradition of Left criticism of the information society. The paper then takes stock of information society studies considered institutionally as a semi-organised research specialism, locating its position within Michael Keresztesi’s science of bibliography. Some practical recommendations are made for the establishment of information society studies in the academy.

The scope of any syllabus of information society studies will be a function of the discipline domain in which it is taught. Its nature will also be determined by the extent to which it is based on a critique of the information society proposition. A comprehensive ‘mock’ module in information society studies is presented, comprising aims, learning outcomes, attained skills and indicative content. Information society studies is a subject which helps develop critical thinking and theoretical sensitivity. It also frequently calls for an interdisciplinary approach, an example of which is provided towards the end of this paper in the form of a discussion of information history as a natural component of information society studies.

This paper describes one lecturer’s experience of teaching the information society, addresses some of the concerns expressed by those who teach in the area, and examines the problems that tend to restrict the learning and teaching environment and methods. Using a Bernsteinian model of ‘framing’ and a Panglossian perspective of ‘optimism’, it attempts to contrast the ideal with the reality of teaching, learning and assessment in the area of information society studies.

‘All is for the best in the best of all possible worlds’. Dr Pangloss in Candide or Optimism (Voltaire).

Teaching the information society for ten years has tended to inculcate a pragmatic attitude to the learning, teaching and assessment of the topic. I enjoy the subject area and take pleasure in learning with the students, for one cannot but learn when one teaches. The subject matter taught at both undergraduate and postgraduate level lends itself to innovative and exciting methods of teaching and assessing. Unfortunately, other aspects of higher education (HE) can militate against using these methods. There occasionally appears to be a discord between the ideal expressed by some in HE and the reality faced by many academics and students. This paper both describes my own experience and seeks to draw some lessons for others.

A summary from the Rapporteur of the discussions that took place around the papers presented at the one-day Symposium held at Napier University, Edinburgh, on the theme of “Teaching the Information Society”.

An expert in educational development provides her insight into the papers and discussions presented at the Teaching the Information Society Symposium held at Napier University, Edinburgh, in May 2001.