Our society is driven and dependent upon technology. We no longer have to acquire information by going to the public library, bookstore, or field expert. All we have to do is "Google" it. Right? The internet has flattened our world by allowing us to attain information almost instantaneously, connect with other learners, and extend education opportunities to learners who cannot attend face to face. Technology links us together and has changed how we gather and process information. The rapid influx of information delivered through technology has made us consumers of information and changed the learning process. As a result, we are often times overloaded with information. So how do we navigate all the information we receive and determine if it is credible information? As stated by Merriam and Bierema (2014), it is imperative for learners to critically determine if the information is valid and relevant. Remember this State Farm commercial?
Information Literacy
So how do we as educators help students become information savvy? According to Merriam and Bierema (2014), we can teach our students how to evaluate new information for credibility, relevance, and accuracy (p.201). Wright and Grabowsky (2014) recommend that learners critique new information by asking the who, what, where, when, and how.
My community college sees Information Literacy as an imperative skill for success in life and continued learning in a globally changing world. Therefore, it became our Quality Enhancement Plan. According to Forsyth Tech (2015), Information Literacy means being able to access critical information using the tools of today, knowing the amount and quality of information that fits the task at hand, and being able to evaluate and analyze it appropriately to solve a problem. We are using the C.A.R.E acronym to emphasize the essential skills necessary to critically evaluate information. C is communication, A is access, R is research, and E is evaluate.
The Importance of Information Literacy
As a health care provider and educator, I am aware that many of our patients are choosing to self-educate themselves about their condition and the Nuclear Medicine procedures we are providing. The self-education process occurs through the internet in which much information exists. Additionally, many patients form social networks to gain support for what they are experiencing. While there are advantages to self-educating, if one is not equipped with the necessary skills to critically evaluate the information they are receiving then misinformation and/or misconceptions occur. This is evidenced by Rosenthal's (2006) article which addresses patient misconceptions about Radioiodine scanning and therapy. Much of the inaccuracies were obtained through the internet. In order to eliminate misinformation, appropriate education is essential. First of all, field experts need to properly educate learners. For example, Nuclear Medicine Technologists, doctors, etc. need to properly educate patients about their condition and provide them with reputable sources. Lastly, learners need to use information literacy skills to critically evaluate the information they attain. Maybe if the woman in the State Farm commercial would have been information literate then should could have gone on a date with a "real French model".
References:
Forsyth Tech., (2015). Information literacy: Because we C.A.R.E. Retrieved from https://www.forsythtech.edu/qep/
Merriam, S.B., & Bierema, L.L. (2014). Adult
learning: Linking theory and practice.
San Francisco, CA: Jossey-Bass.
Rosenthal, S.M., (2006). Patient misconceptions and ethical challenges in radioactive iodine scanning and therapy. JNMT September 2006 (34): 143-150.
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