As anyone who uses a computer, tablet, smart phone, or VR (virtual reality) device knows, we live in an Information Age unprecedented in human history, in which the sum total of mankind’s knowledge is available with a finger’s touch or click of a mouse – or a question posed to Alexa, Siri, Cortana, et al. This has put tremendous power in the hands of the end user, but as noted by philosophers and statesmen, with great power comes great responsibility. While navigating through this vast and ever-growing trove of data we must be (but all too often aren’t) mindful of the pitfalls and obstacles that litter the virtual pathways and take the steps necessary to avoid them.
At a time when you can search billions of texts in milliseconds, scan over trillions of online images, and map virtually the entire planet’s surface, we need to rethink what it means to be literate and to be a learner. As the very definition of “literacy” is evolving thanks to technology, so too is the skillset required by the literate person. Merely knowing how to read is no longer enough; as our methods of teaching and learning increasingly move from traditional linear modes to the non-linear forms enabled by technology, we must learn anew how to frame questions, interpret results, quickly evaluate and organize masses of information, separate the authentic from the fabricated, and above all understand and nurture our “metacognition.”
Dan Russel, Google’s Űber Tech Lead for Search Quality and User Happiness at Google (yes, that’s his official title, but he describes himself as a “cyber-tribal-techno-cognitive-anthropologist”) uses, naturally enough, various Google services and apps as models of tools that may be applied in service of metacognition. Google Search and Google Maps have become ubiquitous, but there are other information weapons in Google’s arsenal. One often overlooked example is the metadata embedded in photographs. Among other parameters metadata can indicate date, time, and location (longitude and latitude) of origin; this data can, in turn, be analyzed to determine the authenticity of a photo, obviously a useful tool at a time when deliberate misinformation constitutes a significant portion of social media posts. Many Google users may also be unaware that Google maintains a Public Data archive, containing a wide array of charts, diagrams, statistics, scientific studies, and other information.
These resources and many (many) others available via Web or app can help the user to develop “informacy,” which Russell considers the updated version of literacy. At its most basic, informacy means a) knowing what the information is, b) knowing where to find it, c) knowing how to verify it, d) knowing how to interact with it, and e) knowing how to apply and/or share it. With expanded and virtual reality technologies developing rapidly, informacy and the skills it requires will become absolutely essential.
Watch Learning in the Age of Google – The Library Channel