Chapter 4.docx

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Department
Marketing and Consumer Studies
Course
MCS 2020
Professor
Nicole Mc Callum
Semester
Winter

Description
Chapter 4 Information Fluencies 4.1 Information + Technology -information + technology = communication -humans are relationship beings (history of innovation in IT may be understood through humans desire to communicate with each other) -pursued advances in information technology to improve ability to send messages to one another (communicate) -communication leads to information sharing; information sharing leads to shared meaning; shared meaning leads to community building; and community building leads to identity forming (communication is at the core of our identity-how we learn about others, our community, and ourselves) SLIDES: Technical competency- describes competence with tools; broader understanding of technology Information literacy- describes competence with managing information; broader understanding of information Granularity-extent of detail in the information; need to correlate different levels of granularity 4.2 Literacy + Competency To be fluent in new digital language, must improve: • information literacy(ability to recognize when information) is needed and having the ability to locate, evaluate, and use effectively the needed information) • technological competency (knowledge of hardware and software, and understanding of application of technology (includes skill-based improvements (ie. learning to use software program, administering local area network), ability to select appropriate tools for problem solving and troubleshoot problems) 4.3 Knowledge Creation -important in Information Age to know where to find information and understand how to navigate those information environments -unlike data, knowledge is not automatically generated or compiled -knowledge=assimilated information -purpose of knowledge is twofold: 1. To further mission and objectives of the organization and 2. to benefit the individuals within (or affected by) the organization 4.4 Explicit + Tacit Knowledge -is the intellectual capital (brainpower) of individuals that help organizations produce knowledge -knowledge production process rarely occurs through single person -explicit knowledge describes more systematic approach to knowledge production (includes hard data, quantitative methods, codified processes, and universal principals) and can easily be expressed, recorded and evaluated; focuses on concepts or content (know-whats); may be more measureable (than tacit knowledge) but that doesn’t make it more reliable -tacit knowledge often relies on subjective insights, intuition, and qualitative observations; not something that can be easily produced, more accurately described as a way of being; built on experience and instinct; intensely personal and hard to express, making it harder to communicate with others; manifests itself in actual practice (know-how) -don’t polarize explicit and tacit knowledge, but instead view as ends of spectrum 4 ways knowledge production happens: - Tacit to tacit: is socialization (sharing general knowledge about an industry or a specific knowledge, sharing unique experiences) -Tacit to explicit: is articulation or externalization (organizing basic procedures of doing something, moving the knowledge from individual expertise to structured form) -Explicit to explicit: is combination (basic procedures for something combined with others explicit knowledge, most common method for knowledge production) -Explicit to tacit: is internalization (learning by doing approach, as someone internalizes explicit knowledge their tacit knowledge to it increases, therefore they have more personal experiences. Articulation and internalization are where knowledge changes dimension. They involve the active individual and require commitment on personal and collective levels. 4.5 Evaluating Information -information can be found in multiple places, in many formats, and in varying levels of detail -incomplete, inaccurate, or irrelevant information can lead to disastrous results -quality of information and the context of the inquiry(information needed)determines usefulness & relevance (help differentiate good information from bad) -content is important when evaluating information -criteria that can help evaluate information: intended audience (who is the information for? Is the publication aimed at a specialized or general readership? Is the information presented at an appropriate level?), scope of the work (does the source provide a general overview, or focus on a specific aspect of the topic? Does the scope of the information match your expectations? Does it provide new insight? Is there enough background/history?), currency (when was the information published? Does the research topic area demand more current information? What type of research?)authority (known expert in field? Whare are authors credentials? (educational, background), is the information peer revieand objectivity of the author (does the information appear to be well researched? Is it fact, opinion, propaganda? Are arguments in line with similar research?) Tools for Data Collection: Secondary Research: “data gathered for one purpose by one party and then put to a second use by or made to serve the purpose of another party” Surveys: “a questionnaire is completed by a carefully selected sample of respondents” Customer satisfaction survey • Purchasing behavior related to demographics • Political issues in the municipal election • Segmentation study Advantages Disa
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