Information Age Skills: Info Savvy Skill

Info-Savvy Skills are all about being smart with information. They help us navigate the huge amount of information in our world, make good choices, solve problems, and keep learning. These skills are important in school, at work, and in everyday life, especially in our digital world where we're surrounded by information all the time. Info-savvy skills are all about knowing how to find, understand, and use information effectively. In simple terms, they help you:
1. Ask Questions: Formulate good questions to find out what you need to know.
2. Find Information: Know where and how to search for reliable information.
3. Understand Information: Figure out if the information you find is trustworthy and useful.
4. Use Information: Apply what you learn to solve problems or make decisions.
5. Evaluate Information: Judge how well your information helped you and what you could do better next time.

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M.Ed 3" Semester
Course: 2.3 Educational Technology and ICT in Education
‘Unit IV: Infomation Age Skil
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De. ramod Kumar assy
Assis Profs WDES
avid Hare Training College (108) BSAEU, Klkta

Tnfroduetion: Ínfo-Saviy Skills are all crucial for this purpose, enabling educators
about being smart with information. They 10 effectively find, evaluate, and utlize
help us navigate the huge amount of information. These skills are not only
information in our world, make good essential for personal profesional
choices, solve problems, and Keep development but also für fostering. an

learning. These skills are important in environment of critical thinking and
school, at work, and in everyday life, lifelong leaming among students. The key
especially in our digital world where we're compoments of info-savsy skills for
surrounded by information all the time. edueators are

Info-savvy skills are all about knowing

how to find, understand, and use > Asking (Key questions tobe answer)
information effectively. In simple terms, > Accessing (Relevant Information)

help you: 2 Analyzing (The sequccd information)
> Applying (The information o a task)
1. Ask Questions: Formulate good > Assessing. (The end result and the

‘questions to find out what you nocd to process)
now.

2. Find Information; Koow where and 1. Asking Stills (Key questions to be
how to search for reliable information. answer)

3. Understand Information: Figure out Asking skills form the foundation of
if the information you find is effecive information seeking. For
trustworthy and useful, ‘educators, this means developing Ihe

4. Use Information: Apply what you ability to ack pertinent questions that dive
leum to solve problems or make meaningful inguiry. This involves:
decisions Tdentifying the Problem: Recognizing the

5. Evaluate Information: Judge how educational challenges or topics
vel your information helped you and that need exploration,
what you could do better next time. Formulating Key Questions: Developing

focused questions that guide he search for

information.
Brainstorming: Encouraging diverse

ideas and questions. from students to

In the Zi century, the role of broaden he stope of ing.
educators extends beyond traditional Lateral Thinking: Explorng
{caching methods, With the aden! of uncomenional "approaches and
technology and the intent, educators perspectives to find innovative solutions.
must now be adept at navigating vast Ethieal Considertions: Being aware of
mounts of information and intgrating it ehiea ie elated to infomation use and
into thee caching. Tnfo-savyy sills are CAEN ame eps.

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2. Critical Listening and Speaking:
Engaging in deep listening and thoughtful
discussion to roline questions and clarify
‘understanding.

Filtering Information: Distinguishing
between valuable information and noise,
ensuring that only relevant datas pursued.
Sharing Knowledge: Encouraging
students to share Ihr experiences and
insights, enriching the collective learning
experience.

By honing these skills, eduenors can guide
students to become inquisitive learners
Who seek out information actively and
shoul,

Skills (Relevant

‘Accessing sills involve the ability to
locate and rerice information efficiently.
For eduestors, this means mastering
various tools and resources to find reliable
data. Key components include:

Loe Information Sources:
Identifying where relevant information can
be found, whether in libraries, databases,
‘or online resources,

‘Skallfal Searching: Using effctive search
strategies and tools (0 access information
‘quickly and accurately

Diverse Sources: ling a mix of digital
and print sources to gather comprehensive
informati

Prioritizing Searches: Developing
stmategies 10 focus on the most relevant
sources first,

Skimming and Scanning: Quickly
identifying pertinent information within
larger texts or data ses.

Filtering Skills: Applying techniques to
‘weed out imelevant or unrcliable
information.

Smart Note-Taking: Recording key
information efficienly and accurately for
future reference,

These skills help educators ficiently
gaiher the information needed to enhance
‘their teaching and suppor student leaming

3. Analyzing Skills (The acquired
information)

‘Analyzing skills involve evaluating. the
information gathered to ensure its validity
and relevance. For educators, this means

Identifving Relevant Data: Selecting the
most pertinent information for the
educational context.

‘Assessing Credibility: Evaluating the
‘authenticity and reliability of sources to
Differentiating Facts from Opinions:
suring that information used is facial
and not merely opinion-based,

Tdentifying — Relationships:
connections and pales wi
information 10 draw meaningful
conclusions.

By developing stung analyzing. skills,
‘educators can ensure that the infomation
they use is both accurate and relevant,
‘enhancing the quality oftheir teaching.
4. Applying Skils (The information to a
task)

Applying skills involve using the
information entherod in practical and
meaningful ways. For educators, this
means integrating information into their
teaching methods and materials. Key
‘components include:

Effective Use of Data: Applying
information in ways tht enhance teaching
and suppor leaming objectives,

Creating New Knowledge: Combining
‘new information with existing knowledge
to generate new insights.

Clear Communication: Presenting
information in a manner hat is
‘understandable and useful für students.
Multimedia Integration: Using various
formats, such as text, audio, video, and
images, o make infomation caaeing and

nding

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3. These skills enable educators to translate
information into practical applications that
enrich the learning experience for students,
“Assessing Skills (The end result and
‘the process)

‘Assessing skills involve reflecting on and
‘evaluating. the information-seking and
application. process. For educators,
means continuously improving their
methods, Key components include:
Reflective Practice: Reviewing the steps
taken to gather and use information and
identifying areas for improvement
Evaluating Effectiveness: Assessing how
wel the information used met educational
goals

Feedback Integration: Using feedback
from students and peers to refine
information-secking and teaching
strategies.

Continuous Improvement: Committing
Lo ongoing learning and adaptation of new
techniques and tool.

By developing song assessing skills,
‘educators can contimuously improve their
teaching methods and ensure that they are
effectively supporting student leaming.
Conclusion

In the 21st century, the role of edveators is
volving to include the effective use of
information technology and resourees.
Infosaviy skills—usking, — accessing,
‘analyzing, applying, and assessing—are
essential for educators lo navigate the vast
information landscape. By developing.
those skills, educators can cahance their
teaching, foster critical thinking, and
prepare stents for lifelong learning in an
information-rich word

Info-Savvy Skills reer to the ability 10
maigue and handle information
effectively in our digital world. Info-savvy
Skills are crucial for both students and
teachers in today’s educational landscape.

Lets explore why these
imporant fr euch group:
For Students:
1. Better Learning Info-savyy skills
help students:
+ Find reliable information quickly
+ Understand complex topics more
easily
+ Remember information better
+ Connect ideas from diferen
subjects
For example, a student researching World
War UL can find trustworthy sources,
understand diferent perspectives, and link
‘evens o cursen global issues
2. Homework and Projects These
make homework and
‘easier by. helping

. assignment
requirements clely

+ Find relevant information
clients

+ Organize their thoughts and
materials

Present their work effectively
A student working on a science prjec can
ask te right questions, find. recent
research, analyze data, and create a
‘compelling presentation.
3. Critical Thinking Tnfo-savyy
skills encourage students to:
+ Question what they read and hear
{Spot fake news and misinformation
+ Form their own opinions based on
facts
+ Develop stronger arguments
This helps them become independent
‘thinkers rather Ihn jst memorizing facts.
4. Preparation for Higher
These skills “are
for college and
university, where students need

Conduct ideal research
Write academie papers
Participate in discussions
Manage their own learning

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4. Students with strong info-savvy skills + Evaluate the quality of educational

olen find the transicion to higher materials
education smoother. + Create their own teaching materials
5. Future Career Readiness Many ‘when needed
jobs require info-suvey skill, + Share resources effectively with
Students who develop these skills colleagues
early are: 5. Supporting Student” Ski
+ Berer prepared for future careers Development Teachers who are info-
+ More adspuble to changing job savvy cam
markets * Model good information practices
+ Able to learn new skills independently for students
For Teachers: + Design activites that develop
1. Effective Lesson Planning Info- students info-savıy skills
‘savvy skills help teachers: + Guide students in navigating the
+ Find uptodate information für digital word safely
lessons + Help students become independent
+ Greate engaging and relevant content leamens
+ Adapt lessons to different lea Por example, a teacher might guide
soles students through the process of fact
+ Incorporate curent events into checking news articles, teaching critical
teaching thinking skills in Ihe process
A history teacher, for example, can easily 6. Addressing Individual Student
update lessons with recent archaeological Needs Tafosavwy skills help
discoveries or new historical teachers:
interpretations. + Find strategies for helping students
2. Better Assessment These skills allow with different learning needs
teachers to: ‘+ Locate resources for gifted students or
+ Create more meaningfil assignments those who need extra support
+ Assess students’ work more accurately + Understand and implement inclusive
+ Provide constrictive feedback: educaron practices
‘Identify areas where students need help 7. Enhancing Communication These
Teachers can design projects that truly test skills improve teacher’ ability o:
Students understanding and problem- = Communicate effectively with parents
solving abilities, and guardians
3. Professional Development Info- + Collaborate with colleagues. and
savvy skills support teachers" administra
‘ongoing learning by helping them: = Engage with the wider educational
‘+ Stay updated on educational research communi
and best practices For instance, a teacher might use these
+ Find und evaluate new teaching skills to create an informative class
methods newsletter or contribute o. educational
+ Parcipate in online professional blogs.
communities In conclusion, info-savey skills are vital
‘Pursue farther qualifications for both students and teachers. For
4. Resource Management Teachers students, these skills enhance leaming,
with strong info-savyy skills prepare them for future education and
+ Find and organize teaching resources careers, and develop critical thinking. For
effieienty teachers, these improve. lesson

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5. planing, professional development, and = Remoto of rural areas can tap ilo

fo support students effectively. ‘educational resources — previously
By developing those skills, both students ‘unavailable
A feashers san thrive in he information- + Lifelong leaming becomes casir for
Fich educational environment of today and people ofall ages

tomorow. For example, a high school ina small town
can now offer specialized courses by
connecting students with online resources

and experts

Tniossawy skills have a profound and 4. Enhanced Collaboration These skills

‘wide-ranging impact on education. These faster better collaboration in

skills are reshaping how we teach, Jeam, education:

“nd think about knowledge. Lets explore + Students can work together on projects

the key ways infosawy skills are oros distances

‘ransforming education “+ Teachers cun share resources and ideas

1. Shift in Learning Approach Info- slobally
Savvy skill are changing the focus of + Schools can partner with organizations
education from memorizing facts 10 for realsworld learning experiences
developing, critical thinking and Imagine studens from different countries
problem-solving abilities, This shift collaborating on a climate change project,
means: sharing local data und perspective.

Less emphasis on rot learning 5. More Engaged Learning Info-savvy

© More focus on how to find, evaluate skille make learning more
and use information interactive and engaging:

+ Encouragement Of curiosity and + Students become active participants in
independent thinking ‘their education

For example, instead of memorizing = Learning extends beyond textbooks to

historical dates, students might cam how include diverso media and real-world

to research and analyze historical events, ppl

+ Immediate feedback and sel
assessment become possible

savvy skill education becomes more For instance, students leaming about
personalized: ‘ecosystems might use online simulations

= ‘Students can explore topios that Lo see the effects of environmental changes.
interest them in depth inreaktime

+ Teachers can provide resourees 6, Preparation for a Changing World
tailored to individual learning styles Education infused with info-savyy

+ Leumers can progress at their own skills better prepares students for
pace in arcas of strength or difficulty the future

A student interested in marine biology, for» Students Team to adapt to rapidly

instance, could use these skills to dive ‘changing information landseapes

deeper into the subject beyond wha + They develop skills valued in the

‘covered in class. modem workplace

3. Expanded Access to Knowledge = Leamers become equipped to tackle
Infosavey skills break down ‘complex, real-world problems
traditional barriers to learning: ‘These skills help students stay relevant in a

+ Students can access expert knowledge world where job requirements sre
from around the world cconstanlly evolving.

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6. + Recognize and articulate an
information need

+ Formulate clear, focused questions

© Identify key concepts and. terms
related o he information nced

+ Refine and revise questions as
necessary

Example: Imagine a student is assigned a

research project on climate change. ‘The

“Asking” phase might involve:

+ Recognizing the need for information
about climate change causes, elles,
and solutions

+ Formulating inital questions likes

o What are the prima
causes of climate change?

How is climate change affecting different

regions ofthe world?

‘What are the most promising solutions to

mitigate climate change?

Identifying key terms such as

gases” “plobal warming,

Joint et.

Refining questions based om initial

findings, e.. "How do deforestation rats.

in the Amazon rainforest contribute to

¡global climate change?"

2. Accessing

‘The "Accessing" skill involves locating

and retrieving relevant information from

Explanation: This skill requires the ability

Identify appropriate information
sourees (eg. databases, libraries,
expert interviews)

+ Develop effective search strategies

À Use advanced search techniques and
tools

+ Navigate digital platforms and physical
formation repositories

+ Evaluate the accessibility and
availability o information

Example: Continuing with the climate

change project, the student might:

+ Kent relevant sources such as
scientific journals, government reports,

carbon

and reputable environmental
‘organizations’ websites

+ Use academie databases like JSTOR or
‘Google Scholar

+ Develop search strategies using
Boolean operators (AND, OR, NOT)
and quotation marks for exact phrases

+ Utilize advanced search filters to
narrow results by date, publication
type, or geographic region

+ Access physical resources at à local
library or seek expert opinions through
interviews or webinars

3. Analyzing

The “Analyzing” skill involves critically

‘evaluating. the accessed information for

relevance, credibility, and quality

Explanation: This skill requires the ability

w

Assess the authority, erediilit
bias ofinformation sources

+ Distinguish between fact, opinion
and propaganda

+ Identify logical fallacies and
mislesding information

+ Compare and contrast information
rom multiple sources

+ Recognize the cultural, social, and
other contexts that may influence
information

Example: In the climate change project,

the student would:

+ Fvaluate the credibility of sources,
preferring peerreviewod scientific
Journals and reports from established
‘imate research institutions

1+ ‘Assess potential bises in sources, such
ss thon funded by fossil fuel industries.
Versus environmental organizations

+ Compare data and conclusions from
multiple studies to identify consensus
and areas of debate

+ Analyze the methodologies used in
climate models and studies to
understand dir strengths and
Timi

= Consider how diferent cultural or
political contexts might influence

and

———————
‘Un Information Age Sil y ramed (Dev Mar Tila Col; 1908, oat 19) Res

7. 7. Improved Digital Citizenship As part
of education, —info-savey skills,
promote responsible digital
tizenship:

+ Students learn to navigate online
spaces safely and ethical

+ They develop skills to identify and
combat misinformation

‘+ Leamers understand the implications of
their digital footprint

This aspect of education helps create a

more informed and. responsible online

community.

8. Interdisciplinary Learning Info-
savıy skills naturally encourage
‘connections across _ different
subjects:

+ Students can explore how different
Fields of knowledge intersect,

‘+ Teochers can create lessons that blend
multiple disciplines

+ Leaming becomes more holistic and
reflective of real-world complexity

For example, a project on climate change

‘might incorporate science, geography,

‘economics, and political science

9. Fvolving Role of Elucaturs The
integration of info-savuy skills is
changing the role of teachers

+ Teachers become guides and
facilitators rather than just infomation
providers

‘There's more focus on teaching how to
lean rather than what to learn

+ Educators continuously update their
‘own skills to keep pace with changes

‘This shift allows for more dynamic and

responsive teaching methods

10, Assessment and Evaluation Changes
Info-savvy skills are influencing how
‘we measure learning:

+ Less emphasis on standardized
testing

+ More focus on project-based
assessment and portfolios

+ Fsalvation of skills like critical
{inking and information literacy

For instance, instead of a multiple-choice
test, students might create a multimedia
presentation — to demonstrate their
understanding ofa topic.

11. Lifelong Learning Culture The
‘emphasis on info-savvy skills fosters a
culture of lifelong learning:

+ Students develop the tools to continue
Teaming beyond formal education

+ There's recognition that leaming is an
‘ongoing process throughout fe

+ Education becomes more about
cultivating curiosity and learning skills

This approsch prepares individuals to

fia and row in a mid hanging

In conclusion, the impact of info-savvy

skills on education is transformative

‘These sills are creating more engaged,

adaptable, and critical leamers. They're

‘expanding access 10 knowledge, fostering

collaboration, and preparing students for

the complexities of the modem world. As
education systems continuo 10 integrate
these skills, we can expect to see more
innovative, flexible, and effective learning

‘environments that better prepare students

for thei fotos.

literacy in the digital age. These sil
crucial for effectively navigating, ublizng,
and creating information in various
contexts, including academic, professional,
and personal sctings. Lets explore each of
these skills in detail:

1. Asking

The “Asking” skill involves formu
relevant questions und identifying
information needs. Tes the foundation of
‘the informatin-secking proces.
Explanation: This kill requires the ability

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‘Uni IV Information Age SKI y Prod (vid ar Trg Coll 1308 Folaa-19) E]

8. climate change reporting in various 5. Assessing

countries. ‘The “Assessing” kill involves reflecting

4. Applying on the informetionsecking process and is

‘The “Applying” skill involves using the outcomes.

analyzed information efectively to address Explanation: his skill roquirs the ability

the orginal question or problem,

Explanation: This sil requires the ability» Evaluate the elletivencss of the

w information-seeking process

+ Synthesize information from muliple + Reflect on personal biases and how
sources they might have influenced the process

+ Apply information to solve problems + Idenüly ares for improvement in
or make decisions information tee sil

+ Create new knowledge or insights + Recognize the need for ongoing

+ Communicate findings effectively arm and adaptation in information
various formats practices

+ USE information ethically, including + Consider the broader implications and
proper citation and respect for impacts of the information and its
neice property application

Example: For the climate change Example: After completing the climate

project, the student might: change project, ihe student would:
+ Symthesire findings from various + Reflct on the effectiveness of their
sources lo create à comprehensive search strategies and whether they
overview of climate change causes, ‘ound all the necessary information
eflects, nd potential solutions + Consider any personal biases that might
+ Apply the information to propose a set have influenced ther choice of sources
of actionable steps for individuals and or interpretation of data
communitics 10 reduce their carbon = Identify skills they nced to improve,
footprint such as using more advanced database
+ Create a multimedia presentation scare techniques
combining text, graphs, and images to — + Recognize the rapidly evolving nature
‘effectively communicate their findings of climate science and the nocd to stay
+ Develop a hypothetical policy brief for updated on new research
local government on implementing + Consider the ethical implications of
climate change mitigation strategies theie findings, sch asthe responsibilty
+ Ensure all sources are properly cited Lo act on climate change knowledge

and that copyrighted material is used in
compliance with air use guidelines

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Turban, E., Volonino, L., & Wood, G. R. (2017). Information Technology for Management:
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Siberschatz, A., Korth, I. F., & Sudarshan, 8. (2010). Database System Concepts. McGraw-Hill
Education.

Valacich, 1, & Schneider, C. (2019). Information Systems Today: Managing in the Digital
World, Pearson.

Rajaraman, V...& Adabala, N. (2013). Fundamentals of Computers. PHT Learning Pet. Lt
Sinha, P.K. 2016). Computer Fundamentals, BPB Publications

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‘Website

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IEEE Xplore Digital Library. (üps/esenplor.ieee_on!

ACM Digital Library. (ad. ups/älaen.ong/

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X. (nd), hosed!

‘TechCrunch. (nd) hapsi/ischerunchsom!

Khan Academy. (nd) hip poa Abanacadom or,

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PS ng Sy Pramod (Dovid War Trig Col 1908 Kolaa-19)