Information Management. Myths and Realities.

Autor/in	Kerka, Sandra
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Information Management. Myths and Realities.
Quelle	(1997), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Educators; Information Management; Information Needs; Information Seeking; Information Skills; Information Sources; Lifelong Learning; Skill Development; Teacher Role; World Wide Web + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Procurement of information; Informationsbeschaffung; Information need; Informationsbedürfnis; Informationserschließung; Informationskompetenz; Orientierungswissen; Information source; Informationsquelle; Life-long learning; Lebenslanges Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrerrolle; World Wibe Web
Abstract	A number of misconceptions or "myths" about information management have arisen since the beginning of the Information Age. One misconception is that the problem of information overload stems from too much information. In reality, the greater problem may be an explosion of noninformation. Many people believe that they must try to stay on top of continuous streams of information because of economic, social, and employment-related pressures. Although some have concluded that the solution is to forget about keeping up, others have advised focusing less on acquisition of information products and more on information processes (thinking about and interacting with information). Other misconceptions are that the World Wide Web is a one-stop source for all information needs and that the secret to information management is knowing how to navigate the Web. Because the Web encourages breadth over depth, however, users must be wary of relying on any single information source and must develop the critical literacy skills required to evaluate the accuracy of the information. As lifelong learners themselves, adult educators can demonstrate for learners that the key to information management is self-management: identifying one's own information needs, being one's own filter and editor, and taking both a wide and deep perspective in information seeking. (Contains 18 references.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC