Standard+10+A

=Standard 10: Information and Digital Literacy as Academic Content=
 * ==A. Demonstrate knowledge and information theory and digital literacy, including the nature, architecture, and cycle of information, technology resources and tools.==

Knowledge and Information theory:
The chart below is my analysis of Theory of Knowledge a culmination of thorough assimilation of the websites listed at the very bottom of this page. I found this site, @http://www.philosophyonline.co.uk/philosophy, authored by Gareth Southwell particularly helpful to put the different theories into context. He let me see the who, what, when and how of Knowledge Theory. Dr. Southwell, former professor, author, and developer of online materials in Philosophy, framed the theories in a manageable format, that I am now conversant and feel confident to contribute to colleague conversations applying the theories to my information design practice. I have met Standard 10 A.



Cycle of Information
This flow chart illustrates my application of the understanding of the cycle of information. This is a specific example as provided by Fine Homebuilding Magazine editorial staff and adapted to show the flow of contributor and publisher. Through this exercise, the review of colleague's flowcharts, and extensive resource readings, I will include consideration of the information cycle into my information literacy curriculum. I have met Standard 10 A.



Use of technology resources and tools:
Throughout this portfolio will be examples of use of technology resources and tools. I've chosen one to illustrate the use of a web-based download program, [|Comic Life] which enables compelling visual infographics to deliver a message. This particular infographic addresses my faculty's need to embrace the Common Core Standards and conceptualizes ways the Teacher Librarian can help in any content area. I now have a broad selection of technology resources and tools to make content and process accessible to students, teachers, and parents. I have met Standard 10 A.



**Reflection while studying the Theories of Information. **
====As I get back into the swing of studying, it gives me pause to realize how long it takes me to process new thoughts. I read three articles on the Theories of Knowledge. I didn't take Philosophy in college, chose another elective. Oh my. Three days later and my head is spinning. The final site listed was very good, concise, complete, thank you Gareth Southwell. I feel I have a newcomers grasp on the information. I tend to listen well, and find it hard to decide where I stand. There was a diagram that showed a circular swirl of perceptions, leading nowhere, without foundation. I thought that was where I was until I read Jane's study guide on Memes. That grounded me knowing there has to be a way to verify what is real and what is not, but that is the question....how do you truly know? I am so impressed with the thoughtfulness of the study guides and the discussions of our classmates. I feel I am going to learn a lot this summer. ==== ====The most helpful tool to me, this week, is the wheel from the Foundation for Critical Thinking. I have gone over that several times, thinking about my students, thinking about my son-in-law, thinking how it relates to "knowledge" "reality" and "perception". I also appreciated Sandy's link to the three stages of memory and use in the classroom. ====

====**Vannevar Bush’s** article “As we may think,” first appeared in the Atlantic Monthly in July of 1945. I feel, his legacy is the understanding that there was then, and is now, more information available than can we access, verify/evaluate, then use on any given topic every minute of every day. The infographic shown below is in this week’s infographic readings, @http://www.visualnews.com/2012/06/19/how-much-data-created-every-minute/ gives perspective to the “information tsunami”. Bush knew that there had to be a different system of retrieval, an associative system, rather than by subjects we know as the Dewey Decimal system. His insight to how technology would evolve was stunning. I wonder what he would consider today almost 70 years future as so many of his hypotheses were true. ====
 * Reflection while studying the Cycle of Information **

====I had an interesting interactions with visual literacy this week. In light of Dr. Farmer's chapter from Librarians, Literacy and the Promotion of Gender Equity, I observed my nine-year old grandson making islands full of mansions, pools, shrines, and bridges playing "mindcraft". It is virtual Legos on digital steroids. He is very adept with physical Legos, and his virtual worlds are amazing. The symbols used for the different building materials and visual clues of how to place them were obtuse to an older female. It made me wonder if it was a girl thing, or an old thing? It looked like it was a program that catered to boys-to-men. I wonder if there are sites that challenge girls to make spatial relationships, adhere to simple physic, and develop architectural design. In 10 minutes I could not place one building stone. The background music was lilting Japanese elevator music, no stress, tranquil, no competition to the activity on the screen, it soothed the builder. This adventure into a more male dominated arena was an eye-opening circumstance that showed a distinct difference between genders in visual processing. For the library, perhaps some tutorials would do better without voice driven instruction, peaceful music and highly precise visuals. It is intriguing. ====
 * Reflection while studying Visual Literacy, Visualization **

@http://www.visualnews.com/2012/06/19/how-much-data-created-every-minute Theories of Information readings:
 * Get a brief overview of Information theory (e.g., @http://www.utwente.nl/cw/theorieenoverzicht/Theory%20clusters/Communication%20and%20Information%20Technology/Information_Theory.doc/)
 * SKIM Shannon's original paper on communication theory: Shannon, C. (1948). A mathematical theory of communication. //Bell System Technical Journal,// //27//(July and October), 379–423, 623–656. Found at @http://cm.bell-labs.com/cm/ms/what/shannonday/shannon1948.pdf. Here is a simplification of the theory: @http://www.utwente.nl/cw/theorieenoverzicht/Theory%20clusters/Communication%20and%20Information%20Technology/Information_Theory.doc/
 * Beginnings of information theory: @http://ils.unc.edu/~losee/b5/node7.html
 * Philosophy of Information http://orgs.unt.edu/asis/POI.htm
 * A discipline independent definition of information @http://ils.unc.edu/~losee/b5/book5.html
 * Information processing @http://www.edpsycinteractive.org/topics/cognition/infoproc.html
 * Semiotics @http://www.youtube.com/watch?v=rEgxTKUP_WI
 * Memetics http://memetics.chielens.net/memetics/index.html
 * Biometrics @http://biometrics.cse.msu.edu/info.html
 * Ontology @http://tomgruber.org/writing/ontology-definition-2007.htm
 * Ontology @http://protege.stanford.edu/publications/ontology_development/ontology101-noy-mcguinness.html
 * Ontologies @http://www.obitko.com/tutorials/ontologies-semantic-web/ontologies.html
 * Theories of knowledge @http://www.wou.edu/las/humanities/cannon/know.htm
 * Theories of knowledge @http://www.theology.edu/logic/logic16.htm
 * Epistemology @http://www.theoryofknowledge.info/
 * Epistemology @http://www.galilean-library.org/manuscript.php?postid=43783
 * **Theory of knowledge (accessible and quite complete) @http://www.philosophyonline.co.uk/philosophy**