RESEARCH
REPORT
Learning
To Become Internet Literate
By:
Kim Shimamoto G17, Fall 2002
Instructions
for this report can be found here
SECTION
ONE
LEARNING
ON THE INTERNET: A THREE STEP PROCESS
A.
DISCRIPTION
The
first report that I read was written by Ryan Mitsui. This report was easy to follow and
interesting. Ryan broke down
internet learning into three phases, confusion, resistance and the Spider Man
Phase. Ryan interviewed classmates
and used what they said to relate to his three step internet learning
process. The first phase mentioned
was confusion. Like any other
activity someone starts for the first time, there is always a bit of
confusion. He relates this to
riding a bike. "Remember learning
to ride a bike? It's like that, in
this phase its all trial and error."
Some of the classmates interviewed stated that, "When I first got on the
internet, I felt confused and disoriented.
I didn't understand what I was supposed to be doing and I felt a lot of
anxiety because I wasn't sure that I would be able to complete all of the
tasks."
The
next phase was called the resistance phase. Ryan claims that this stage is "when we
want to give up and call it quits.
It's when we resist learning something new because we are unfamiliar with
it." People become frustrated if
they are running into bumps while trying to learn how to become internet
literate. This frustration could
lead people not wanting to learn how to use to internet, thus Ryan calls it the
resistance phase. Again, he used
his classmates as an example. He
states that many people become frustrated because of the confusion one first
experiences. Through this
frustration, people are less likely to ask for help, thus giving up trying to
learn about the new activity. A
classmate of his stated that, "I was not ready to ask for help…..I just kept
looking and looking, but my anxiety was extremely high and felt bad about the
fact that I didn't even start yet."
The
most important part of this phase is the person cannot give up. They must not be afraid to ask questions
because if they keep on getting frustrated, nothing will become
accomplished. He mentions that some
of his classmates wanted to drop the course because it was becoming too
difficult. One classmate questioned
herself and asked, "What was I getting myself into? I had serious thoughts about giving up
and dropping the class." He uses
this as a prime example of resisting. The classmate decided not to let her
"computer-phobia" get to the best of her and decided not to drop the class. Ryan commends this by saying, "We can
see that she recognizes the resistance phase but still keeps moving on." Ryan believes that if a person continues
to try and not give up on their new task, then it will be a "worthwhile
learning" experience.
The
last phase, Ryan calls the Spider Man Phase. He states that in this phase, "students
become more familiar with using the internet and are confident and no longer
have to bumble around, wasting time and getting frustrated. They are like a worm that has blossomed
into a butterfly." The key to this
phase is to keep on practicing the skill once you've past the resistance
phase. Many students interviewed
for this report stated that they were glad to have taken Dr. James' class
because they learned how to use the internet and now feel confident to teach
others.
After
describing the three step process of internet learning, Ryan talks about
learning in a cyber-community and gives advice to future generations. Ryan believes that learning in a
cyber-community is better for beginners because everyone can learn
together. He claims that everyone
is as lost as everyone else, so people work together to figure things out. He also states that it is good that
students can look at previous generations for help. Seeing that other people have done the
same project and succeeded, helps people realize that they can succeeded
also. Ryan's advice to future
generations is to never give up and do not put off the project till the last
minute. The bulk of his advice is
how to make "tags"; however, because computers are now better than they were a
few years ago, current generations do not have to worry about
"tags".
B.
REACTION
After
reading through the report, I totally agree with Ryan. I find that this
Three
step processes can be applied to almost any learning process, not only the
internet. I thought about this
three step process and how it related to wrestling. When I first started wrestling I was
completely lost. I was basically
the first girl to wrestle in my high school and that was already making me
learning difficult. Wrestling is a
difficult sport to understand at first, with all the moves and rules to
remember. Then I entered the second
phase, the resistance phase, in which I wanted to give up many times, but it
took my coach and a couple of the other wrestlers to convince me not too. Lastly, I hit the "Spider Man Phase", in
which I finally understood the basic moves and the rules and wrestling became
fun and enjoyable. Now, after
wrestling in high school I am fortunate to have competed in college and
coach.
In relation to this class, I grew up using the computer and already had
an easy time searching and doing research online. The frustrating part for me in this
class was posting online. However,
I am lucky to have a friend in this class who has helped me understand how to
post. After reading this article
I'm glad that many improvements have been made with computers because if I had
to make "tags" and other effects that computers can do for me now, I would be
even more frustrated. I believe
that now, after writing my bibliography report, I am in
the "Spider Man phase". I am more
confident about postings and I am not frustrated anymore while the computer part
of this class.
C.
EXPLAINATION
The three stages Ryan explains can be used in any situation. Learning anything for the first time can
be frustrating. When people first
learn anything difficult, so confusion sets in. I believe that his stages of learning
can be used in any type of environment.
Not only learning on the internet.
I can relate his steps to when I first started to learn how to wrestle or
when I first started to learn how to speak Japanese.
DEVELOPMENTAL
PATTERNS IN LEARNING ON THE INTERNET
A. DESCRIPTION
This
report differs from the previous one because this author says that learning on
the internet is not a three step process, but it people
go through developmental patterns.
The author, Christine, states that people go through different stages
during learning process, and some of these include; frustration, stress,
anxiety, anger, depression and excitement among others. She discusses frustration, stress,
anxiety and depression. The first
feeling she writes about is frustration.
A student interviewed for this feeling stated that, "While on
the internet, it seemed pretty complicated, somewhat confusing, frustrating and
difficult to find particular topics and items, especially when there's no
information given on the "how to do something" functions. I mean there were the help commands on
the screen, but the wording is sometimes too darn complicated to
understand." This feeling is felt by many people in
the beginning of learning on the internet because it is something new and the
internet is rather difficult to understand at first.
Another feeling that is associated with frustration is stress. Her first statement in this paragraph is
"Don't worry! You're not
alone." Learning how to use the
internet can become stressful because it can be overwhelming with all the places
to click and how to upload and post information. Next she talked about anxiety that
occurs to people when learning about the internet. The author states that "Many students,
including myself, found it irritating when a homepage took forever to load
up." A student commented that while
doing research online, she became rather impatient. She says that "it took so long to
connect and in my impatience I began clicking all over the place. I did not pay attention to the display
on the bottom of the page….in my despair I actually managed to freeze the
screen."
Depression is the last feeling that Christine mentions about. She comments that this depression can be
found in any aspect of life, even driving.
Once people feel anxiety, stress or frustration, depression can set in
because of all of these negative emotions.
Students she interviewed for this report stated that once they became a
little depressed, they tried to do other things to get themselves out of a
depressed mood. One student claimed
that "If I become really depressed, I find that a long hot shower does wonders
for me. I usually find that after
relaxing like that, I come back with even more creativity, and motivation to do
better."
Lastly, she writes about learning from the internet and advice for future
students. She writes that at first
she did not know how to use the internet, but after this class she became better
with using the computer. This skill
that she attained in this class she applied in other classes. She also found friends address using the
yellow pages online. She gives
three pieces of advice to future students.
1. Do not put projects
off. Using the internet can be
difficult and if students procrastinate, they might not be able to finish the
project on time. 2. Be prepared when doing your
project. This can be a frustrating,
stressful and anxious process so make sure you a lot time for your project. 3.
Have notes and books on hand incase you become stuck in the
process.
B.
REACTION
I
thought that this description was correct; however, she just describes feelings
that people go through while learning on the internet. She does not really describe phases,
only feelings that one goes through while learning how to use the internet. I believe that people can go through
these feelings; however, I think that learning is a process, not just feelings
that one experiences. If she
actually was saying that these feelings are part of a learning process then I
would recommend this article to people to read.
I think with my experiences in this class; I have felt all of the
emotions mentioned in her report. I
can relate to the anxiety that her classmate felt while waiting for a page to
upload. I still do this to this
day, I am kind of an impatient person and before I got my new computer I would
continuously click on the link, then my computer would freeze. Right now, I'm trying to change that bad
habit, so when I'm waiting for a web cite to upload, I turn on my radio and sing
along to not get stressed from waiting.
C. EXPLAINATION
Pretty
much this article seems to have the same process as the article before.
I
believe that people go through these types of phases on all of there learning,
whether it be on the internet or learning something
else for the first time.
DEVELOPMENTAL
PATTERNS FOR LEARNING THE INTERNET
A.
DESCRIPTION
This
article written by Michelle Alonzo, and it gave five patterns that occur while
learning about the internet. The
five steps mentioned
were
frustration and anger; defeat; seeing the glimmer of light; motivation and
lastly the feeling of success. In
the beginning of her report she lists these developmental patterns and cites
other student's reports as examples.
The overall outline of the report was different from previous
reports. At first when I started to
read this article I thought that this author was not very thorough in her report
and only gave links to student’s examples.
However, further into the report she writes a great introduction of her
view of the internet and she goes into detail about the steps mentioned
earlier.
In her section titled "My Overall View of the Internet", Michelle writes
that the worst thing that people can do is procrastinate. This type of projects that we have to do
in this class is new for the majority of people; thus a lot of time is
needed. Another tip she gives is
people need to constantly practice their new skill. She writes about her personal experience
with learning on the internet. She
writes that she took the 459 class and after a summer she forgot most of what
she learned. At the end of her
report she stresses again that people should not procrastinate. Also that once you have gained this new
skill, to keep on practicing because once you stop, you might lose your
knowledge.
B.
REACTION
I
thought this report had a few good points; however I did not like the structure
of the report. She writes about the
five steps to
internet
learning and gives links to people's reports. After she writes a few paragraphs of her
overall learning of the internet; she goes into detail about each step. I think it would be better if she gave
in introduction, then go into detail about each step and then give a conclusion
about her thoughts about learning on the internet. The steps she mentions are extremely
similar to everyone else; however, she breaks down the emotions a little further
than other people. Frustration and
anger always seem to be the first emotion that people have. The next emotion that people feel is
some sort of dislike towards the computer.
The emotion that Michelle uses is "defeat". Lastly many people start to understand
the internet and have a feeling of empowerment. Michelle breaks down these emotions
first by people seeing a glimmer of light, motivation and a feeling of
success.
Michelle's report was a clear and concise report, but I found other
reports easier to follow. Also,
there were pictures that did not come up when I was looking at the report. I am not sure if it was my computer that
would not bring the pictures up; or if she took them down after the class was
finished. Michelle's description
fits my experiences rather well.
When I first started learning how to upload my project I became
frustrated because I did not understand what to do. After feeling frustrated I wanted to
give up; I felt defeated because I did not understand what I was supposed to
do. Realizing that my friend knew
how to do this, I became motivated and soon afterwards I learned how to
upload.
C.
EXPLAINATION
I
agree that many people feel all of the emotions that the author write about.
However, I believe that it is also up to
the individual who is learning, whether or not they are going to let all of
these emotions affect their learning process.
SECTION
TWO
A. Click here to read through my
forms!
B.
How
I gathered the data can be found here
in the forum directions. You can
also see how I used the information in my bibliography
report. Doing the searching
on the internet was rather fun. I
like doing searches on the internet because I find it easier and faster than
going to the library and finding a book, Xeroxing information and then reading
it. I think using my home computer
is much better because any time that I need to reference back to my article I
can just click on my favorites because that is where I saved all of the articles
I used. If I had to use the book in
the library I would have borrow them and perhaps, they might not even have what
I wanted because someone else may have borrowed it. At least when searching on the internet,
all the information is available to everyone at any time.
Filling out the form, is something that I honestly did not like. When doing searches online, I normally
do not get upset, or frustrated. I
felt more irritated filling out the forms than I did doing the search
itself. Searching online was not
difficult at all. Filling out the
forms did not influence me at all to do more searches, if anything it made me
want to not do my searches because that means I would have to fill a form out,
which many times took longer to do than the actual search.
I believe that the data reflects exactly how I felt during the time of my
search. Especially at the end of a
search, when asked about feeling irritated, frustrated or enraged; I did not
feel any of those while searching.
If there was a section about how I felt filling out the forms, I would
definitely write the opposite because I felt irritated filling out the
forms. The forms were suppose to help us keep log of how we felt during our search,
but pretty much felt the same way all the time. If I ever felt differently, it was
because of outside sources. Not
because of the searching I did on the internet.
B. For
the most part, most of my answers were basically the same. I averaged all of the numbers and as I
learned I do not believe that it takes much effort to search for information on
the internet. I believe that it is
a rather simple way of searching and if a person knows what they are doing, and
then it should be effortless and easy.
Most of my searches only took about 15 - 3o minutes long and I succeed in
finding something every time.
Before the search, my averages showed that I was confident that I would
find something. I averaged 8.8 out
of ten forms that I would succeed in my search. I also believed that I was good in my
searching skills because I averaged a 9.2.
I honestly believe that computers make people's lives much easier because
they are fast and convenient, thus I averaged a 9.4. Because computers make people's lives
easier, I believed at the start of the search that I would find something
specific which averaged about to a 9.0 and also I did not feel it would take
much effort, thus a 2.9 average.
During
the search, we were asked questions such as if we felt any irritation,
frustration or rage. For the most
part, I did not feel any of
these. I averaged below a 2 for all of these
feelings. I believe that there is
no reason to feel any of these emotions when searching on the computer. I believe that it is an easy task and
something as simple as searching for information on the computer should not make
a person feel very agitated. The
only times when I might have felt a little irritated or frustrated was when I
was using the computers at school.
I wrote that I felt a little irritated because they computers are slow at
UH. I am used to my home computer,
but I did do some searches at school.
I suppose because there are so many computers, it slows everyone
down.
At the end of my search I basically found specific information on the
topic I was searching for. I
averaged an 8.2 in relevance of the information found. I believe that I am a good searcher for
information online, thus I found something useful every time. I used google
search engine for the majority of my searches. The main reason for this is, I am used
to using this search engine and I am comfortable using it. I personally believe that google is the best search engine. They show where the keywords the person
typed in is used within the article. I really like google for this reason. I tried to use infotract once, and I found it useful in searching for
journal articles. The only problem
was I did not care for the way you can search for information. I used msn search engine once because on
my home computer, that is our homepage.
It was a good search engine to use, but I think that I will always use
google.
I do not think that there are differences between the averages and my
answers that I provided on the forms.
They pretty much validate what I was feeling at the time of all of my
searches. One factor that I noticed
was my motivation for searching. I
was not too motivated in the first few searchers; however, once it got closer to
the due date of my bibliography report, I became more motivated. Then after the bibliography report was
turned in, I was not as motivated anymore.
D.
My
information behavior seems to be very low key. This surprises me because I usually am a
very excitable person. If something
does not go my way, I tend to become emotional quickly. While doing these searches, I realized
that I did not become too emotional over the process. As I have stated before though, I became
a bit irritated with filling out the forms every search. I found it rather repetitive and a bit
irritating to fill out. It took a
lot of time, and some times it took more time than my actual
search.
I tired using
other search engines, but I still realized that I like using google the most.
I find it the easiest and most convenient to use and since I have a lot
of experience using it, I tended to use google the
most. I only time that I did not
use google was when I tried using infotract and when I wanted to try using a different search
engine. I believe that using my
home computer was the best because it was the fastest and also I could save the
articles that I wanted to use for my research project. If I used the computers at school, I
would have to either write the address down that I wanted or I would email it to
myself. Then I would save it on my
home computer. I would have done
all of my research at home; however, I had time during the middle of the day at
school, so I decided to do it then.
SECTION
THREE
A.
The
counseling session was located on the basement level of Hamliton library. My friend and I had a very difficult time
finding this
place
because we went down the wrong elevator and ended up being about 10 minutes
late. After we filled out a form
and a waiver, we had three tasks to do.
My partner and I had to find specific information about three different
topics. We only had about fifteen
minutes per topic to find out what was needed. My friend and I found information rather
quickly. It seemed easy because we
were friends so we could work together.
I was the one typing in the information and he was writing down what we
found.
The tasks became a little more difficult, and we did not finish the last
one in time. However, one problem
that we did run into was the window kept on shutting down. That became rather irritating because we
would find a page that we thought held information about the topic we wanted and
the window would shut down on us.
The lady gave us a little extra time, but I believe we could have
finished all of the tasks if we did not have any computer problems. At first I was not sure why we had to do
this counseling session, but I realized that the lady was taking notes on how we
were searching. I would have liked
to know what she thought of our actions as we were searching. If she is doing it for a research
project, I would like to know her findings.
B. One
thing that I did learn through the counseling session was the search engine
vivisomo.
I did not care for this search engine too much; however, it was
interesting how the search engine is set up. They list a bunch of related articles on
the left hand side while, listing article relevant to your keywords on the right
hand side. The search engine seemed
slow, and I am not sure if it was because of the computer, since it is hooked up
to the UH system, or if it was the search engine itself. Thinking about my behavior when I was
searching for information, I did not become enraged or frustrated or irritated
at all. I thought it was rather
interesting because I learned a few facts.
I was not aware that the Mona Lisa was stolen from
B.
I
believe that future students should stay relaxed at all times when they are
searching. I do not believe that
searching for information should be a stressful thing. If students are becoming stressed or
frustrated while searching, what will happen when they actually have to write
the report? I believe that they are
other things to be stressed about.
Finding information on the internet is a rather easy task to do. My advice to students is to stay relaxed
and remember that there is a lot of information out there. They just have to take their time and
they will find what they are looking for.
SECTION
FOUR
A. SUMMARY
This
article is discusses about the different phases that students go through while
learning on the internet. Dr. James
goes into great detail about these phases later on in the text. He then discusses the importance about
an online learning community. Many
students may have a hard time speaking up in class; thus they should not be
penalized for this. Online forums
help students perhaps speak more freely.
He calls this type of learners, "autonomous learners". Learning online can help not only these
types of students, but all students in many different ways. One such was is
to help people "recognize when, how and why they learn new material" and also
"helping students diagnose personal goals, strengths and limitations and select
activities compatible with their goals".
Dr.
James then discusses about he "generations" and the history behind it. Each new semester is a new
generation. And they write and post
their reports online for everyone to read.
This is a great benefit because others who take the class after will be
able to read what was done before them.
He says that there is no limit to the size of this generation project;
however, at some point there may be too much information used on one web
page. He discusses that it is
rather hard to keep up with the upkeep of the internet community, but he feels
it is well worth it because so much time and effort has been put in by the
students. This generation project
can be useful for not only the students involved with the class, but also
teachers or scientists could find relevant information.
He continues by stating that there are three phases of internalizing
learned online skills. The first
would be to identify the goal at hand, or what you are trying to achieve. This is the "affective internalization",
in which people realize that if they are frustrated, they have to overcome this
frustration in order to move on to the next phase. Secondly, is to mold what you have
learned and apply it to all of your internet learning. This is the cognitive phase. In this phase, the person realizes that
they have acquired the skills needed to be successful in using the internet.
They then become a member of the community in which helped them acquire their
knowledge.
Lastly,
being loyal to what you have learned from others before you and also to help out
future generations. This is the
sensorimotor stage in which they have to help others
learn what they have learned.
Dr. James concludes that once this loyalty begins, "achieving excellence
becomes visible through products and performances achieved for the benefit of
the community's survival and enrichment".
If everyone goes through each other these steps, not only will the
individual benefit from the generation community, but others who may be
interested in seeing this type of education in the works.
The next topic Dr. James discusses about is the "Educational Principles"
behind an online generational community classroom. He believes that "interlinking" people's
ideas has benefited many people in recent years. Because of the internet, this type of
linking makes it so much easier, than if these ideas were written down in
journals or in books. With just a
click of a button, people could read a report written this semester and seconds
later read a report that was written in 1993. People can really see the changes that
have occurred not only with the students mind, but also with the computers. Dr. James continues that it is better
and easier for students if they learn together through an online forum. If all students have to learn how to use
the internet, then it is easier if they all have to struggle together. Having an online generational community
helps students learn what others have done before them. This makes students feel a little more
at ease because they realize that others have done it before them, so they can
do it also.
Many times people need one another to complete a difficult task, thus "a
socially organized framework of mutual assistance needs to be put into place so
that no one is left behind in failure and embarrassment". This is one of the main reasons why a
cyber-learning environment is so important. Learning is much easier when do in a
group than alone. With the
generational-community students can learn from one another and help one
another. Also, this type of
community prevents from regurgitating text books onto a report. Students should have a thought in mind
that their paper will help other students in the future, so their writing should
be comprehensive and enjoyable.
The next principle is to "maintain a focus on learning skills". Dr. James believes that there are three
phases within this topic; "first information literacy skills; secondly,
scientific or scholarly skills; and lastly, leadership and citizenship
skills." Within the information
literacy skills, each student should be able to accomplish certain skills by the
end of the semester. Some of these
include how to use the web browser and searching for information on the
internet; be familiar with uhnix and how to upload a
web page and also to have confidence when using a computer. Within scientific and scholarly skills
students should learn how to "write in public and for an interactive purpose";
how to express themselves clearly on an assigned topic and also how to maintain
activities through a cyber-community.
Lastly within the leadership and citizenship skills, students should be
able to participate in the generational-cyber community and take on the
responsibility for the upkeep of it during their semester. Students should also "encourage the
practice of maintenance and continuous improvement of projects so that they
never end". Probably the most
important aspect of this phase is to "go beyond what's required and expected for
the sake of loyalty and service to the community."
Within all of Dr. James' classes, much of it relies on the students
discussing problems and helping one another if they have any problems. In the 25 years that he has been
teaching at UH Manoa, he has "never seen more student
comments reveal that many experience a changed self-image that no longer is
tainted with depressive technophobia." He continues by stating that many
students, once they have seen their reports on the web feel "published" and are
extremely proud of their hard work and effort that was put into
them.
His last principle is "creating Ethnographic Instructions" in which he
provides a "community-classroom atmosphere". He also created what he calls
"ethnographic instructions" in which he goes over every step of each assignment
that is given to the students. With
this type of instruction, being very straight forward and concise, he claims
that "even with the least prepared students", there is an effective learning
process occurring.
B. COMPARISON
This
research project relates greatly to this approach of online learning. While researching for out bibliography
report, we had
to
keep track of how we felt during the time of research. With this information, we gathered it
and wrote about it in our paper and this helps other generations see what my
generation has gone through.
Secondly, within this research paper, analyzed what other generations
have done in the past, which is one of the main reasons for the
generational-community. The most
current generation looked at past generations reports and analyzed what they
have done. This
coinsides with the second principle which is
creating a community learning environment.
This research project also helped students in their scholarly and
scientific skills, which is the third principle of maintaining a focus on
learning skills. We learned and
wrote critically about other people's writings, made a contribution to the over
generational-community, and learned how to express ourselves in a scholarly way
on a pre-assigned topic. Once this
report is posted on the web, we are maintaining a learning environment in which
hopefully other students can benefit from.
This research report can also show future students who are "autonomous"
learners that other people before have struggled in this class; however, it just
takes a little persistence and the papers and the learning of the internet can
be accomplished.
C. DEFINITION
OF INFORMATION LITERACY
The
web cite I found with a definition of information literacy can be found here. The cite was written by the Association
of College and
Research
Libraries (ACRL). This article was titled "Information
Literacy Competency Standards for Higher Education". They wrote a book on information
literacy which can be purchased for schools. The definition that this web cites gives
on information literacy is "a set of abilities requiring individuals to
'recognize when information is needed and have the ability to locate, evaluate,
and use effectively the needed information'". This type of literacy is rather
important, especially with technology rapidly growing.
The
definition continues by saying that people are faced with many different sources
of information. Places such as the
workplace, family, friends, the internet and schools. With so many different sources, people
have to be able to discern which information is important and relevant to their
learning. Anyone can post any
information they want on the internet, thus making it a little more difficult to
find pertinent and factual information.
The internet thus is a challenge for many people. The cite
concludes with "information literacy forms the basis for lifelong learning. It is common to all disciplines, to all
learning environments and to all levels of education. It enables learners to master content
and extend their investigations, become more self-directed, and assume greater
control over their own learning."
There
are six points that an information literate person should be able to
do.
1.
Determine
the extent of information needed
2.
Access
the needed information effectively and efficiently
3.
Evaluate
information and its sources critically
4.
Incorporate
selected information into one's knowledge base
5.
Use
information effectively to accomplish a specific purpose
6.
Understand
the economic, legal and social issues surrounding the use of information, and
access and use information ethically and legally.
I
found this web cite to be very informative. Hopefully I can become more information
literate. I believe that I am in
the beginning stages of being information literate.
D. CONNECTION
OF ALL THREE ASPECTS
The
research report is one way that helps all the students to become a step close to
being information literate. I
believe one of the
most
important ways that showed us how literate we were was during the counseling
session. We were given a specific
task and needed to find pertinent information about it. This helps us to be come more literate
because we have to be able to use most of the 6 points that the web cite
stated. Also the first part of this
research report, we had to pick and choose which information we found the most
important to write about in this report.
We were given a bunch of information from previous reports and had to
answer specific questions about it.
Thus we needed to pick the pertinent information and leave out the
rest.
The Generational curriculum helps newer generations with showing them
what information literacy is. All
the students prior to us tried their best to find the best information and to
show future generations how and why the information used is important. I believe that since this is a internet based class is very useful in helping students
become more literate. Since most of
the information we used in our reports were from the internet, thus students
need to learn how to pick the right articles and what part of the articles to
use. This class helps students
become one step closer to becoming information literate and also helps future
students achieve the same thing.
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