Presentation slides for "Information Skills in a Global 2.0 World," presented at Arizona Library Association Conference November 2011 by Kelly Lambert.

1. Kelly Lambert
Phoenix College: Maricopa Community College District

2. “In our 21st century society—
accelerated, media-saturated,
and automated—a new literacy
is required, one more broadly
defined than the ability to read
and write.”
Jones-Kavalier, Barbara R., and Suzanne L. Flannigan. "Connecting the Digital Dots:
Literacy of the 21st Century." Educause Quarterly. EDUCAUSE, 9 Nov. 2006. Web.
20 Oct. 2010.

3. Digital
measure of the ability of users to perform tasks in digital environments.
Literacy?
Media the ability to access, analyze, evaluate and create information
Literacy? in a variety of media formats including print and non-print
Info the ability to locate, evaluate and use information
Literacy?
Visual the ability to discriminate and interpret the visible actions,
Literacy? objects, symbols, natural or man-made, that she/he
encounters in their environment
Other Photo Visual Literacy? Reproduction Literacy?
Literacy?

4. “ability to use digital technology, communications
tools, and/or networks to access, manage,
integrate, evaluate, and create information in
order to function in a knowledge society. In other
words, although reading, writing, listening, and
speaking are paramount, today's students must
be able to decipher meaning and express ideas
through a range of media”.
ICT Literacy Panel. (2007). Digital transformation: A framework for ICT literacy. Princeton, NJ: Educational Testing Service.

6.  The online health-information environment is going mobile. 17%
of cell phone users have used their phone to look up health or
medical information and 9% have software applications or "apps"
on their phones that help them track or manage their health
(Mobile Health 2010).
 58% of Americans have researched a product or service online;
24% have posted comments or reviews online about the things
they buy (Online Product Search).
 Tech experts generally believe that today’s tech-savvy young
people will retain their willingness to share personal information
online even as they get older and take on more responsibilities
(Millennials and Social Media).

7.  Global Culture of attitude and values related to online freedom
of expression, privacy, trust and security.
 Newly emerging nations are becoming dominant nations
online.
 Users desire freedom of expression, privacy, trust, and security.
 Newly adopting are more liberal, older adopting countries more
conservative in relation to Internet applications and content.
World Economic Forum (2011). The New internet: A Global Perspective on Freedom of Expression, Privacy, Trust and Security Online.
Retrieved September 19, 2011, from: http://www.weforum.org/reports/new-internet-world

9. Recommended Passing Score:
iSkills Test 165 out of possible 300
Fall 2007 Average PC Score: 133 

11. Recommended Passing Score:
iSkills Test 165 out of possible 300
Fall 2007 Average PC Score: 133 
PC Library Based on Informing Innovation
Tech Survey Technology Survey by Char
Booth, Ohio University
Fall 2009

14. Never Low Use High use No answer
(1x or several times a (Weekly or more)
semester)
Text message* 40 (9%) 25 (6%) 350 (79%) 27 (6%)
Instant message 223 (50%) 47 (11%) 140 (32%) 33 (7%)
Search the Web* 197 (44%) 25 (56%) 189 (43%) 32 (7%)
Send email 201 (45%) 41 (9%) 172 (39%) 29 (7%)
Download music 242 (54%) 78 (18%) 96 (22%) 28 (6%)
Play games 248 (56%) 72 (16%) 91 (21%) 32 (7%)
Listen to podcasts 319 (72%) 34 (8%) 58 (13%) 33 (7%)
Watch or record 239 (54%) 69 (15%) 106 (24%) 30 (7%)
videos*
Read e-books 336 (76%) 38 (9%) 37 (8%) 33 (7%)

15. Recommended Passing Score:
iSkills Test 165 out of possible 300
Fall 2007 Average PC Score: 133 
PC Library Based on Informing Innovation
Tech Survey Technology Survey by Char
Fall 2009 Booth, Ohio University
Review MCCCD Address the above &
IFS Curriculum
Fall 2009 Let’s Make This Fun!

16. Course Competencies:
 1. Identify information seeking behavior in relation to cultural background and
experiences.
 2. Select relevant sources, determine usefulness and examine reliability of
information.
 3. Compare and contrast global inequities in information access, production,
and distribution.
 4. Create original information sources in an ethical manner.
 5. Apply word processing and web collaboration tools to produce and distribute
information.
 6. Explain the effect of technology on the production and distribution of
information.
Course Outline:
Information Seeking Behavior • Information Literacy • Information Access
Information Creation • Information Distribution

17.  Information Seeking Survey:
 Survey adapted from: Head, A.J. and Eisenberg,
M. B. (2009) How College Students Seek
Information in the Digital Age.
http://projectinfolit.org/pdfs/PIL_Fall2009_Year1Report_12_2009.pdf
 Taken by students, others on campus, family
 Looked for diversity in participants

19.  Information Seeking Survey:
 Survey adapted from: Head, A.J. and Eisenberg,
M. B. (2009) How College Students Seek
Information in the Digital Age.
http://projectinfolit.org/pdfs/PIL_Fall2009_Year1Report_12_2009.pdf
 Taken by students, others on campus, family
 Looked for diversity in participants

21. Web Evaluation
Carousel

22. Finding sources,
blogging,
reviewing others
sources.

23. Complexities of information in a global 2.0 world

24. Complexities of information in a global 2.0 world

25. Complexities of information in a global 2.0 world

26. Complexities of information in a global 2.0 world

27. From: http://www.hitwise.com/us/datacenter/main/dashboard-10133.html

28. From: http://www.hitwise.com/us/datacenter/main/dashboard-10133.html

29. Access to  World Poverty
Information
(smoking baby)
Poverty Facts & Stats. Global Issues. http://www.globalissues.org/article/26/poverty-facts-and-stats
2 Year Old Smokes 40 Cigarettes A Day. http://news.xinhuanet.com/english2010/odd/2010-05/30/c_13323923.htm

30.  Plagiarism statistics reveal
that 54% school students
admitted to have plagiarized
content from the Internet
and 74% students accepted
cheating at least once in an
academic year (Education
Week).
 About 66% of the students
from reputed American
Universities, have plagiarized
content from the Internet
(Center for Academic
Integrity)

31.  Copyright matters
 presenter on video game industry
 Citation
 Why giving credit matters (formal writing and personal
web spaces)
 Using citation generators
 What you CAN do! Empowering instead of dissuading
 Protecting Yourself on the Web
 Plagiarism Survey of Selves and Others: Have you
ever done this (scenarios)
 Xtranormal
 Modeling by Behavior

32. Xtranormal:
academic integrity & plagiarism

33. “Privacy is Dead.”
– Mark Zuckerberg
(January 2010)

34.  Web 2.0 Tools Used to Manage Information
 Weebly – class webpages
 NoodleTools – citation generator and organizer
 Google Apps
▪ Docs (Documents and Forms)
▪ Gmail
 Social Bookmarking

35.  Mohammed Cartoon Controversy and Media Censorship
 Iraq War and Embedded Journalism (journalist part of battalion of troops)
 Google in China and Access to Information
 Iran Student Protestors and their Freedom of Expression Through Social
Media
 Technology and Troop Moral
 Personal lives of people in the spotlight (politicians, and celebrities) – not
so personal anymore.
 Music and technology – sampling and peer-to-peer sharing
 Privacy on the Internet
 Keeping Things ‘Free’ on the Internet.
 Technology and outsourcing of jobs

36. http://infoskills.weebly.com
IFS102 Curriculum
Special Thanks to Jenny Vargas, co-author of IFS102, Phoenix College
Curriculum Office and Kandice Mickelson for assistance with curriculum
revisions.
Char Booth’s Tech Survey adapted and delivered with Ann Roselle and
Phoenix College Library colleagues. iSkills delivered by the PC
Information Literacy Assessment Committee

37. Association of College and Research Libraries. (2003). Information literacy competency standards for higher education.
American Library Association. Retrieved January 31, 2010, from:
http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf
Booth, Char. (2009). Informing Innovation: Tracking Student Interest in Emerging Library Technologies at Ohio University. ACRL.
http://www.alastore.ala.org/detail.aspx?ID=2704
BBC. (2011). SuperPower: The Extraordinary Power of the Internet. Retrieved September 19, 2011, from:
http://www.bbc.co.uk/worldservice/specialreports/superpower.shtml
California Emerging Technology Fund (2008). California ICT digital literacy assessments and curriculum framework. CETF ICT
Digital Literacy Initiative – Consensus Document. Retrieved January 31, 2010, from:
http://www.ictliteracy.info/rf.pdf/California%20ICT%20Assessments%20and%20Curriculum%20Framework.pdf
ICT Literacy Panel. (2007). Digital transformation: A framework for ICT literacy. Princeton, NJ: Educational Testing Service.
Retrieved January 31, 2010, from:
http://www.ets.org/Media/Tests/Information_and_Communication_Technology_Literacy/ictreport.pdf
Jones-Kavalier, Barbara R., and Suzanne L. Flannigan. Connecting the Digital Dots: Literacy of the 21st Century. Educause
Quarterly. EDUCAUSE, 9 Nov. 2006. Web. 20 Oct. 2010.
http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/ConnectingtheDigitalDotsLitera/157395
Markauskaite, L. (2006). Towards an integrated analytical framework of information and communications technology literacy:
From intended to implemented and achieved dimensions. Information Research, 11(3), 252. Retrieved January 31, 2010, from
http://InformationR.net/ir/11-3/paper252.html
Measuring 21st Century Skills. (2009). eSchool News. Retrieved January 31, 2010, from
http://www.eschoolnews.com/resources/measuring-21st-century-skills/

38. Smith, S., Salaway, S., & Caruso, J. B. (2009). The ECAR study of undergraduate students and information technology, 2009
(Research Study, Vol. 6). Boulder, CO: EDUCAUSE Center for Applied Research. Retrieved January 31, 2010, from
http://www.educause.edu/ecar
Spence, R., & Smith, M. (2009). A dialogue on ICTs, human development, growth and poverty reduction: A background
paper. The Harvard Forum. Berkman Center for Internet & Society at Harvard University and Canada's International
Development Research Centre. Retrieved January 31, 2010, from:
http://publius.cc/dialogue_icts_human_development_growth_and_poverty_reduction/091109
Stiller, E., & LeBlanc, C. (2006). From computer literacy to cyber-literacy. The Journal of Computing Sciences in Colleges,
21(6), 4-13.
U.S. Department of Education. (1996). Technological Literacy. Retrieved January 31, 2010, from:
http://www.ed.gov/updates/PresEDPlan/part11.html
World Economic Forum (2011). The New internet: A Global Perspective on Freedom of Expression, Privacy, Trust and
Security Online. Retrieved September 19, 2011, from: http://www.weforum.org/reports/new-internet-world
Zittrain, J. L. (2006). The generative Internet. Harvard Law Review, 119, 1974-2040.
Other Resources:
Center for Academic Integrity @ Clemson University http://www.academicintegrity.org/index.php
IFS 102 @ PC (Kelly Lambert) http://infoskills.weebly.com
MCCCD Course- IFS 102: Introduction to Information Skills in a Global Society http://www.maricopa.edu/curriculum/D-
L/104ifs102.html

39. Kelly Lambert
Phoenix College: Maricopa Community College District