Information Literacy 1

Running Head: Information Literacy: Filters or Education

Information Literacy- Filters or Education In Today’s Schools

Latosha Bacon

Georgia Southern University

7136

Dr. Jones

February 16, 2010

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Abstract

In the technological world in which we live, our students must able to thrive and get an

education that will prepare them for jobs and technologies that have not even been

invented. If we teach them to use every technological tool we currently have, they will

still be behind. Thusly, if we are not teaching them to use the tools we have, they will be

even farther behind and overwhelmed with what exists beyond the filter. The American

Association of School Librarians holds the same true as in its beliefs regarding

technology and the social context. The focus of this paper is to evaluate the need to

educate students on appropriate and ethical internet usage in an effort to prepare them in

an ever-evolving technological world as opposed to filtering beneficial sites and content.

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If an educator mentions the words Facebook, MySpace, or Twitter at school, he or

she is likely to be shut down or given a sideways glance by the administrator and maybe

even colleagues. The mere mention of such social network sites places fear in the hearts

of educators. Not only are the sites are not without their fair share of negative publicity,

but they wreak fear in the hearts of those who have never even visited them. Apparently

the same fear expressed by teachers, parents, and administrators is embedded in the

internet filter systems present in most school systems. If school filters only blocked sites

that contained imminent danger and harmful subject matter to our students, there would

be no room for complaints. However, filters are making some of the best technology

related resources inaccessible to students, teachers, and media specialists. In recent

interviews several teachers and media specialists stated that they felt the students at their

schools were meeting the standards set forth by the American Association of School

Librarians (AASL). However, when further questioned they admitted that their schools’

lacked access to Web 2.0 tools and other important internet sites due to excessive

filtering. These contradictory responses lead one to wonder how is it possible to meet

the standards when filters are dominating accessibility. Standard three of the (American

Association of School Librarians [AASL], (2009 pp.15) clearly states that students will

“Share knowledge and participate ethically and productively as members of our

democratic society.” Skill 3.1.6 associated with that standard requires students to “use

information and technology ethically and responsibly” (AASL, 2009). How can they

perform these tasks or even learn how when information provided by technology is

blocked, filtered, or inaccessible?

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The AASL believes that “Ethical behavior in the use of information must be

taught.” (2009) Is blocking every social network or website based on a particular

keyword teaching ethical behavior or does it instead negate the teacher and media

specialist’s ability to teach ethical behavior? Most filters block opportunities for

educators and students to discuss the fine line that exists between ethical and unethical

use of the internet. As a result of excessive filtering and blocking this “millennial

generation which is the first to grow up with technology integrated into their lives” will

continue to use it without knowledge of ethics or safety precautions (Nikirk, 2009). It

would appear more logical to teach students to use the internet safely instead of

pretending that filters will block their access to any and everything harmful on the World

Wide Web. The truth is that filters are not present on every computer to which students

have access. At some stage in their young lives, they will logon to various sites and

networks that will require them to use sound judgment. However, how can they when

they have not been taught?

According to research by Villano, Many K-12 technology experts say the best

solution long-term is shifting the emphasis from policing the way students use the

internet to educating them about using it more safely. In Virginia, for instance, a

law passed last year prescribes an internet safety curriculum in every public

school. Now every Virginia schoolchild must be taught about the dangers of

interacting on the web, starting in kindergarten (2008).

Seemingly Virginia has the right idea. What is the old adage about an ounce of

prevention being worth a pound of cure? Instead of running teachers, media specialists,

and hard drives around in circles trying to avoid certain sites, it would seem more
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beneficial to educate students about the use of technology. Any number of situations in

life has been addressed by teaching prevention. Sex education, drug education, and all

other issues that affect children have been implemented into the curriculum. Why not

include internet safety into the curriculum as Virginia has done? This could be one of the

best lessons ever taught and learned in the media center. Perhaps it could be the most

important thing taught in a media center and can possibly save a person’s life.

Otherwise, media specialists can continue “assisting in research and helping students with

a wide variety of tasks from individual projects to basic word processing skills” and other

things such as these that fill the days of Robert Cross Middle Magnet School media

specialist, Mrs. Jonas (personal communication, February 9, 2010).

In a recent interview regarding her stand against filters Buffy Hamilton stated, I

think out of an effort to be proactive, keep children safe, and avoid litigation, schools

may err on the safe side. (Barack, 2010) Though filters are used to protect the students

from pornography, cyber bullying, and other online occurrences, they should not hinder

the students’ ability to achieve the beliefs of the American Association of School

Libraries (AASL). The beliefs most directly impacted by filters are “Technology skills

are crucial for future employment needs” and “Learning has a social context.” (AASL,

2009) The use of technology is limited when an extensive number of sites that have

educational benefits are blocked by overactive filters. Currently, very few jobs exist that

do not require employees to communicate via e-mail. Yet there are school systems that

do not students the ability to e-mail their teachers regarding assignments or content area

concerns. The same skills needed to e-mail a teacher are comparable to those needed in

the workforce.
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Based on interviews with several teachers and school librarians, many of them

admitted that the use of Web 2.0 tools is nearly non-existent at their schools. When asked

how she felt about her school’s use of Web 2.0 tools, Mrs. Huff, media specialist at

Locust Grove High School offered this response, “Our school system blocks most 2.0

tools. We are not able to use blogs or wikis (and don’t even think about social

networking!) (personal communication, February 5, 2010).” It is frustrating to librarians

and students when accesses to viable sites are blocked. Even the AASL lists twenty five

websites that are favorable for teachers and students that reflect its standards. The sites

listed for social networking and communication include Facebook, Skype, and Twitter.

Not only did the AASL provide a description and possible use of each of the sites. It

stated the standards that reflect a need for use of such sites. The standards included for

social networking and communication were:

2.1.5 - Collaborate with others to exchange ideas, develop new understandings, make

decisions, and solve problems; 3.1.2 - Participate and collaborate as members of a

social and intellectual network of learners; 4.3.1 - Participate in the social exchange

of ideas, both electronically and in person. (AASL, 2010)

Though most people who have no real interest in technology disregard its impact

on instruction do not understand how filtering affects the quality of education,

students are the ones who suffer due to lack of exposure and preparation for the

future. This is an echoed sentiment among many teachers and media specialists in

blogs like this one posted by Jan Roberson (2008).

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One of my huge frustrations is that many of the exciting things I learn about, turn

out to be blocked by my board. It’s hard to get people turned on to using

something that isn’t accessible at their work location. I can’t see much of a way

around it either because people have to have awareness of the tool, and time to

practice and use it, and if it is blocked at school, how will they know about it, and

when would they find time to become familiar with it. SO FRUSTRATING.

Often the IT guys at my board don’t have sites blocked, so they can’t imagine our

frustration since they never have to experience it!

Though Jan does an adequate job of expressing the concerns of an educator, Mrs.

Huff speaks to the heart of the situation, “I think we are “losing’ even more students

to the library because of our lack of flexibility with technology” (personal

communication, February 5, 2010). Losing students should not be an option for media

specialists. As Mrs. Huff also stated in her interview, “In high school it is difficult to

get students into the media center (2010). Perhaps this task would prove less difficult

if students were given the tools and access that make for a pleasant and productive

library experience.

Ms. Shipp, a third grade teacher at Northside Elementary School in believes that

students “should be learning the skills and standards that are being taught within the

classroom. The media center should be an extension of the regular classroom and not

a place to just checkout books for enjoyment” (personal communication, February 3,

2010). Most students, especially those in middle and high school desire to use the

media center and internet for more than conducting research and locating books in the
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circulation system. The media center should indeed be the heart of the school, and it

can be with proper access to worthwhile sites and lessons on the appropriate use of

such sites. It has to be a place where students feel welcome and can find resources

relevant to their needs. Students’ inabilities to use the internet in a way in which they

are familiar leaves them feeling like outcasts in their own domain.

By accepting the dominance of filters as a form of protecting students from harm

via the internet, school systems are putting a bandage on cancer. Everyone knows

just how beneficial that kind of treatment is for such a horrific disease. The same is

true for the level of ignorance students are plagued by when it comes to the internet.

Its unethical and irresponsible use can lead to the death of a generation. Teaching

students how to use the internet as a social and educational tool in a responsible

manner is the most effective way to maximize success and minimize frustration and

disappointments.
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References

American Association of School Librarians. (2010). Best Websites for Teaching and

Learning. Retrieved from

http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/bestlist/bestwebsit

estop25.cfm.

American Association of School Librarians. (2009). Standards for the 21st Century

Learner in Action. Chicago, Ill: American Association of School Librarians.

Barack, Lauren. (2010, February). Fight the Filter. School Library Journal.

Retrieved from http://www.schoollibraryjournal.com/article/CA6716604.html?

industryid=47070

Nikirk, Martin. (2009. May). Today’s Millenial Generation: A look ahead to the future

they create. Techniques: Connecting Education and Careers. Retrieved from

ERIC database.

School Library Journal. (2008, 23 August). Frustration. Retrieved from

http://www.schoollibraryjournal.com/blog/290000629/post/1220032122.html.

Villano, M. (2008). What Are We Protecting Them From?. T.H.E. Journal, 35(5) p48(7).

Retrieved from ERIC database.