Skill of the Week: Use of Information
Towards Thoughtful Use of Information
I have found that our education system is pretty good at helping students become aware of the format of various kinds of products, but often it is assumed that students have already learned how to effectively collect, select and utilize information, when that isn’t the case. Time constraints are often the culprit, and the development of higher-order thinking skills are the victim. A common plight is to take shortcuts in researching: using only 1 or 2 readily available sources. This leads to a void where critical thinking should be working hard.
There is so much information available at anytime, anywhere. Using a search engine is so ubiquitous in our culture. Finding information is relatively easy; however, using information is much more involved. There are two main components: 1) collecting information from a variety of valid sources; and 2) purposefully selecting and applying that information to reach specified goals or to meet outcomes.
Finding Valid, Relevant Information
Finding credible information can be tricky with the plethora of information (and misinformation) available to us. It is important to note that information can be found in more places than just the Internet. There is a place readily accessible in a neighbourhood near you that gives you access to a wide array of resources called a library. In this magical space there is a collection of actual books, magazines, videos, online access to a wide array of digital media, and many other resources that can be great sources of relevant information without having to sift through the fake news, polarized opinion articles/blogs, and simply misinformation.
Don’t get me wrong, I love the convenience of the wild worldly web (or whatever you want to call it), but know that it often will require a lot of time to verify the sources of information. Meanwhile, it may take a bit more time to find relevant information in a library (digital or otherwise), but checking sources is much, much less labour intensive when you start with credible sources.
Selecting and Applying Information
How information is selected and applied depends largely on the purpose: Is it expository, persuasive, or narrative? Expository communication is used to inform the audience; persuasive communication is designed to influence or convince the audience; and narrative communication is useful for story-telling (factual or fictional). The audience needs to be top consideration in how you craft your product at every step along the way.
Second, you need to be aware of who sets the goals or outcomes. They could be set by a teacher, a professor, a manager, an employer, a client, the audience, or by you. If someone else has set the outcomes, then you simply need to be aware of that as the basis for doing your research. If you are setting the outcomes for yourself, you need to be intentional about the purpose and design of what you imagine the finished product looks like.
Third, the choice of media is important. Are you composing the written word, an audio clip, a video, a live presentation/lecture, a piece of artwork, or some other media? This may largely be determined by the individual(s) setting the goals, but there may be flexibility in how you assemble and present the information that you have carefully selected. Regardless of who sets the goals or outcomes, it is imperative to select the best quality direct and indirect references that convey what is intended in the way it was intended.
The Final Word
In the Information Age, we need to remember that quality trumps quantity. If we are to cut through the noise of information-overload in delivering our intended messages, then we need to craft simple, straightforward messages. That means using information selective (and yes, the irony is not lost on me that this article is 635 words).
Happy Consolidating!
Matt