This is probably one of the MOST important chapters in this book. I have sometimes felt that this is the tedious and policeman part of my job...but after reading this chapter - my attitude has been adjusted!
The story about the Piper, Kansas school was such a great example - but Warlick didn't stop there. I got that part that these parents needed a kick in the rear. But, that didn't seem to be his point...The paragraph explaining the difference in our attitudes toward knowledge was really insightful!
"This imbalance of power between information producers and consumers
instilled in us, the consumers, a perceived right to do with information
what we wanted...We were taught to create a bibliography, but not why." 139
This is a topic that our students will need to deal with for the rest of their lives... as will we. We just haven't used information in the same way - so we don't realize that we need it!
To move our students into the realm of information property holders seems like an enormous shift. When they are involved in the creation of information that we deem important enough to add their name to the copyright or attach a CC license to it - the issue of plagiarism is spun on it's head. Now they understand the idea of information ownership in a completely different way. COOL!!
Is this another example of how the process and the product are becoming more important than the content? To help our students continue the learning process as functioning adults - this is a lesson they will need to learn again and again!
1 comment:
"When they are involved in the creation of information" - what an awesome idea, they need to be let in on that fact. They are the creators, not just the receivers. In order to be successful in the future we can't fully conceive they must epitomize this!
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