Life with Google: LIS Educators, Generation Z, and the Transformation of the Information Age

Q2 Social Sciences
P. Marty
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引用次数: 0

Abstract

This article presents an overview of the iterative design and evolution of an undergraduate course at Florida State University that offers students the opportunity to explore how society’s increased reliance on information technology has changed the way in which we interact with each other and the world around us. Drawing upon course iterations covering a five-year period from 2015 to 2020, it explores what students need to know in order to question their assumptions about the use of information technology in modern society, discusses strategies for weighing the pros and cons of the socio-technical trade-offs we make as we work with information systems and services, and examines how LIS educators can help students become more responsible users and more informed consumers of information resources and technologies. The results provide insight into the effectiveness of different teaching approaches for encouraging undergraduate students to think critically about the information technologies they use every day, present key takeaways and lessons learned for students and faculty as they weigh the unintended consequences and socio-technical implications of information technologies, and explore our shared obligation to society as educators and students to prepare the next generation for life in the information age.
《有b谷歌的生活:美国教育工作者、Z世代和信息时代的转型》
本文概述了佛罗里达州立大学本科生课程的迭代设计和演变,为学生提供了探索社会对信息技术日益依赖如何改变我们彼此和周围世界互动方式的机会,它探讨了学生需要知道什么才能质疑他们对现代社会中信息技术使用的假设,讨论了在我们使用信息系统和服务时权衡社会技术权衡利弊的策略,并研究了LIS教育工作者如何帮助学生成为信息资源和技术的更负责任的用户和更知情的消费者。研究结果深入了解了不同教学方法的有效性,鼓励本科生批判性地思考他们每天使用的信息技术,在权衡信息技术的意外后果和社会技术影响时,为学生和教职员工提供了关键的收获和经验教训,探讨我们作为教育工作者和学生对社会的共同义务,为下一代在信息时代的生活做好准备。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Education for Library and Information Science
Journal of Education for Library and Information Science Social Sciences-Library and Information Sciences
CiteScore
1.70
自引率
0.00%
发文量
46
期刊介绍: The Journal of Education for Library and Information Science (JELIS) is a fully refereed scholarly periodical that has been published quarterly by the Association for Library and Information Science Education (ALISE) since 1960. JELIS supports scholarly inquiry in library and information science (LIS) education by serving as the primary venue for the publication of research articles, reviews, and brief communications about issues of interest to LIS educators.
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