Technological versus Information Literacy: Technology's Role in an Undergraduate Liberal Education
Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
Room 212
Abstract
See presentation description.
Presentation Description
In this presentation, I will discuss technology’s role in undergraduate education, which hinges on ways computer tools can be used to improve pedagogy through actively engaging learners. At the center of this discussion is the difference between stand-alone technological literacy that serves as an end in itself, and educationally defensible information literacy that represents a technology-assisted means to the end of metacognitive reflection in a well-rounded undergraduate liberal education. I will review basic characteristics of concept maps, mind maps, and repertory grids, along with online computer software containing embedded conceptual-change features that permit users to create, navigate, share, and critique these effective graphic-organizational strategies.
Keywords
Technology in education, Undergraduate education, Active learning, Technological literacy, Information literacy, Metacognitive reflection, Conceptualization
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Mayo, Joseph, "Technological versus Information Literacy: Technology's Role in an Undergraduate Liberal Education" (2012). Georgia International Conference on Information Literacy. 43.
https://digitalcommons.georgiasouthern.edu/gaintlit/2012/2012/43
Technological versus Information Literacy: Technology's Role in an Undergraduate Liberal Education
Room 212
See presentation description.
