Response to Richardson (Chapter 1)
Date: September 7, 2008
Source: Richardson, W. (2009). Blogs, Wikkis, Podcasts, and Other Powerful Web Tools for Classrooms. Thousand Oaks, CA: Corwin Press.
Purpose:The main purpose of this text is to introduce readers to the World Wide Web or as the author calls it, the Read/Write Web. In chapter one, the author describes the present and furture implications the World Wide Web has on society as we know it. The author gives examples of how the evolution of the Web is causing an evolution in areas such as politics, education, journalism, as well as business and more importantly, the overall effects it has on the social realm. The second purpose is to illustrate how the Read/Write Web can facilitate learning in and out of the classroom and create a new culture that changes the way learners learn and teachers teach.
Question:The key question that the author is addressing is, “How can the acquisition of internet learning and teaching facilitate education in an ever-growing digital environment?”
Information: The most important information in this chapter is how the Read/Write Web is developing a new way people interact with each other, especially, those in the learning environment, particularly in the classroom setting. As technology advances it changes the way that people obtain information and from that shift, is modifying the ways in which people learn.
Inferences/Conclusions:The author fully endorses the use of the internet to create an alternate environment for learning and teaching. In this, he also claims that preparing students today will make for better preparation in their future endeavors as learners even “post-educational”.
Concepts:The key concept we need to understand in this article is the knowledge of the World Wide Web’s ability to evolve society and, in turn, evolve the way people interact. This interaction will have a direct effect on many aspects of our culture including our current educational system. By these concepts the author means, as the internet/technologies advance thus too is our understanding of information giving or getting. This would imply changes to our education system and learning communities thus changing the educational curriculums from the written to the digitized world.
Assumptions: The main assumption underlying the author’s thinking is that the ‘paper world’ or education as we know it is becoming obsolete. For those of us learners that enjoy a physical setting and benefit from the interaction of the classroom, our ‘style of learning’ seems to be one that the author does not give credit. Although some learners may to well in the digital setting others may not, or some may prosper in a mixed environment, the author does not lend any suggestions or comments on this issue.
Implications: If we are to take the author’s line of reasoning seriously, the implications would evolve and transform our learning habitats into a different environment. Some may succeed and others may fail in this sort of environment, however; not all of learners succeed in the present educational system. By changing the way in which we learn we will ultimately change the way in which learners think. This shift could be a monumental milestone for all who participate. If we fail to take this line of reasoning seriously, we risk the chance in inhibiting the evolution of learning itself. Also, the change has already begun and those who do not comply with the changes risk being disconnected from those who do. Such disconnect between masses of people could revolutionize and divide society on the macro level.
Point of View:The main point of view presented in this chapter is that the author endorses the use of new technologies in the classroom to further enhance students’ capacities “for a slew of new literacies and competencies in their post-educational lives” (6). The author also describes that some believe that this change in the ways in which people are educated could pose risks to students who are already having problems meeting the demands and competing with those students on the international level. The author ensures that the Read/Write Web can facilitate and enhance learning as it has never been done before.
Response to Nail-Chiwetalu and Ratner (July, 2006)
Date: September 5, 2008
Source: Nail-Chiwetalu, B., & Ratner, N. B. (2006, July). Information literacy for speech-language pathologists: A key to evidence based practice. Language, Speech, and Hearing Services in Schools, 37, 157-167. Retrieved May 15, 2008, from the ASHA website (http://asha.org).
Purpose: The purpose of this text is to outline ways in which students and professionals in the field of speech-language pathology can implement appropriate techniques for seeking, evaluating, and applying needed information to increase the efficacy and validity of assessment and therapy.
Question: The key question that the author is addressing is, why is research showing a lack of EBP and what can be done to motivate students and professionals in implementing these practices?
Information: The most important information in this article is how IL skills are a key component when seeking out the highest quality of EBP that will be further applied to therapy, assessment, or other clinical decisons. The individuals own information literacy skills are directly dependent on the quality and quantity of EBP that will be found and implemented.
Inferences/ Conclusions: The main inferences/conclusions in this article are that EBP should be supported and encouraged in all settings of the field. To this end practitioners should understand the means in which information is gathered, comprehended, and applied in order to increase the efficacy of the therapy itself to offer clients the best services possible.
Concepts: The key concept we need to understand in this article is that EBP is not the first source that clinicians seek out. Based on survey results that the authors collected, most often EBP was not the first source that clinicians consulted when making clinical decisions. According to the authors colleagues, text books, and the internet were used either before searching the best EBP or in place of searching EBP. Because of these preferences for more casual sources clinicians are often not getting the appropriate and valuable information that they need to make clinical decisions.
Assumptions: The main assumption underlying the authors thinking is that there needs to be an increase of the use of proper information literacies so that EBP can be understood and applied appropriately. Here I believe that the author’s assumptions are: How can the field evolve appropriately and how can clinicians offer the best services possible if they are not using the best information in making clinical decisions?
Implications: If we take this line of reasoning seriously, the implications are that clinicians could ultimately improve the validity and effectiveness of the services they offer. However, it seems that not all clinicians are using the methods that are the best. This means that a value system needs to be instilled in pre-clinicians as well as clinicians that are already practicing. The authors describe that an important facet of EBP is being knowledgeable about how to seek, discern, comprehend and apply the obtained information. This concept is known as information literacy. Although the author gives a good framework or general guidelines that are involved in being information literate, but they are not teaching a skill set. Readers may be willing to implement EBP but unaware of the best ways in which to do so. If everyone in the field would improve, the overall field would improve, making the evolution of the field less of a distinct process and into something that is more automatically driven by all professionals in the field. If we fail to take this line of reasoning seriously, the implications are that clinicians and consumers would be subject to stunted services. Without the constant change and improvement the field and its practices would become stagnate and discredited. The author describes that most everyone agrees that EBP is a great idea but there is an inconsistency when it comes to its support and its exercise. With that said the author urges the reconnect to encourage the skills system, value system, and knowledge base that is required for finding and using proper information that will serve clinicians and communities better.
Points of view: The main point of view in this article is that the author is commenting on a discrepancy within the field that involves the lack of use and application of the most current evidence within the field of speech-language pathology. The author’s stance is that of a supporter of the highest quality research who believes that professionals should be armed with the skills to access and use their findings in the most appropriate and beneficial manner. The author is also a strong supporter of encouraging professionals to place value on EBP and to teach student clinicians of the importance of being information literate and to make clinical decisions utilizing EBP.
