Learning Exercise

Information Cycle Flowchart

Over 100,000 books are published yearly, and that's just in the United States. It is amazing how much digital information is generated every minute. Ideas are "free" and ubiquitous; how are those ideas expressed and recorded? One way to look at information is in terms of its cycle: from its creation to its dissemination, access, and use. Information can also be considered in terms of its "life" from the time that an event occurs to its recording and impact. Technology intersects at several points. In this learning activity, students trace a piece of information from its inception to its end.

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Video on the information cycle: from event to primary, secondary and tertiary sources. see more

Exercise

Learning Objectives: learner will
- Trace an information cycle of a piece of information
- Create a flowchart that shows the information cycle

Information Literacy Frames:
- Information creation as a process
- Information as value
- Searching as strategic exploration
- Research as inquiry

Digital Literacy Standards:
- Access online information
- Create a flowchart using a graphic organizer to represent and communicate knowledge

Resources:
- Technology: demo Internet-connected computer with data projector and screen; class set of Internet-connected computers, all of which should have flowchart tools (e.g., Inspiration, http://www.eduplace.com/graphicorganizer/ OR http://office.microsoft.com/en-us/word-help/draw-flowcharts-with-word-and-powerpoint-HA001055266.aspx)

Instructional Strategies and Learning Activities:
0. Prepare for the lesson by locating and downloading the infographic on data: http://aci.info/2014/07/12/the-data-explosion-in-2014-minute-by-minute-infographic/. Review links.
1. Ask students to recall the 9/1/2001 event. What do they remember? Ask them to think about some of these questions, and have a few students share their thoughts.
- Who witnesses that event, and how do they record their experiences?
- With whom do they share that information -- and why?
- When news outlets gather information about an event, which sources do they trust -- and why? What information do they select and discard -- and why? The agenda of each news outlet, or any other communications channel, impacts what information is shared -- and when and how.
- How do people react to the information, and how do they act upon it? 9/11 resulted in tighter security, probably the re-election of George W. Bush, and the PATRIOT Act.
- How has information about 9/11 has changed over the months and years?
2. Show students the website and video about information cycles: http://guides.library.ucla.edu/c.php?g=180471&p=1190866
And https://www.youtube.com/watch?v=jALv7nVEwQM
3. Explain that one way to represent an information cycle is a flow chart. Show them http://www.rff.com/how_to_draw_a_flowchart.htm or https://www.moresteam.com/toolbox/process-flow-chart.cfm
4. Ask students to choose an event, and research its information cycle. Ask them to make a flowchart of the resultant information cycle.
Variations:
- Create a flow chart of an information product (e.g., radio show, magazine issue, a podcast, a piece of sheet music, a band recording).
- Create an information cycle flowchart that traces a piece of information from the creator to the target audience, noting how the information is produced, disseminated, accessed, and used by the audience.

Student Assessment:

flowchart rubric: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1544488&&skin=es&lang=es&

 

Technical Notes

Resources: Technology: demo Internet-connected computer with data projector and screen; class set of Internet-connected computers, all of which should have flowchart tools (e.g., Inspiration, http://www.eduplace.com/graphicorganizer/ OR http://office.microsoft.com/en-us/word-help/draw-flowcharts-with-word-and-powerpoint-HA001055266.aspx)

Requirements

Students choose an event, and research its information cycle. Students make a flowchart of the resultant information cycle. As an added dimension, have students ascertain the value of the information at at each decision point, notiing who values the information -- and why.

Topics

- Information creation as a process - Information as value - Searching as strategic exploration - Research as inquiry

Learning Objectives

Trace an information cycle of a piece of information

Create a flowchart that shows the information cycle

Assessment

Rubric: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1544488&&skin=es&lang=es&

OR

Accuracy:
1 - The flowchart content does not reflect the realities of the information cycle.
2 - The flowchart generally represents the main elements of the information cycle.
3 - The flowchart accurately represents all of the critical elements of the information cycle and their relationships.

Thoroughness:
1 - The flowchart does not convey the logical relationships among the conceptual components.
2 - The flowchart in general shows the logical relationships among most components but has some omissions.
3 - The flowchart captures all the relationships among all the conceptual components.

Alignment with Information Cycle:
1 - The flowchart does not align with the information cycle.
2 - The flowchart generally aligns with the information cycle.
3 - he flowchart clearly aligns with the information cycle.

Use of Flowchart Schema:
1 - Positioning of symbols is not used to convey overall relationships or meaning and links are missing and unlabeled. The flowchart is difficult to understand.
2 - The flowchart in general shows the logical relationships among most components but has some omissions. The appearance of the flowchart is somewhat cluttered or unclear.
3 - The flowchart captures all the logical relationships among all the conceptual components. The author has taken full advantage of the medium to engage the reader and to convey ideas.