Content Used to be King

There was a time when books, newspapers, magazines, and journals were the primary sources of content and information. You had to enjoy slow reading of (limited) information sources to gain a knowledge base that matched a particular curriculum outline.

This was when content was king and the teacher was the sage on the stage. Now communication is the new curriculum and network connections drive deep learning and knowledge creation. The era of collaborating, communicating, and integrating resources flexibly and online is here to stay. Massive change has pushed us into a 21st century information maze. Searching to recognize, categorize, and evaluate good-quality, authoritative, and relevant information is a crucial digital information literacy skill.

What are the implications of this? We can't answer questions effectively about information access and usability without taking into consideration the shifting dimensions of interoperability (from one database or data set to another) and semantic search.

What does the 21st century web offer us? What is the relevance of linked data and semantic search and how might this affect our information seeking, and learning/teaching strategies?
Searching to recognize, categorize, and evaluate good-quality, authoritative, and relevant information is a crucial digital information literacy skill. Searching directly relates to analyzing and organizing not just information but also services, tools, and people. As the art of searching becomes more sophisticated, so too does the need for students and educators to be critically literate in their information inquiries for knowledge creation.

This session will explore these issues and guide participants to a deeper understanding of folksonomy, search tools and the semantic web including their possible impact on learning and teaching in a 21st century classroom.

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