Information Literacy or Alternative Facts

Last week saw the inauguration of Joe Biden and Kamala Harris. With a change in administration comes an entirely new set of priorities in everything including Covid relief, health care, climate change, the economy, racism / racist policy, and international relations to name a few. As if these challenges weren’t already systemic and complex, it is unclear is how we will move forward, out of the cloud of disinformation and extremism. Problems like these require a proactive approach but in order to be proactive we need accurate and defensible information. Our interdependence… call it shared fate, requires unity and a willingness to cooperate in the face of these extreme problems. Will we face these problems united?

“…without unity there is no peace, only bitterness and fury, no progress, only exhausting outrage, no nation, only a state of chaos. This is our historic moment of crisis and challenge. And unity is the path forward. Hear me clearly: Disagreement must not lead to disunion.

Joe Biden – Inauguration on Jan 20, 2021

As I watched the swearing in and listened to the speakers, ministers, singers and poets I am encouraged to believe that we can repair the damage; damage in our confidence, in our institutions and in each other. Harris and Biden have the knowledge and skills in government that can help us repair the damage to agencies and their dedicated staff but they cannot succeed without the will of us all. I hope our representatives find consensus within the opposition, a willingness to rally resources that serve the needs of ALL people. People want to work, feed and support themselves and their families. But right now they need help. Better to put out immediate fires of the economy than let them build and consume it to the point of no return.

There are already questions about what and how the legislative agenda will be organized. How will the Biden administration balance a progressive agenda with mainstream agendas? How will they develop support from the ranks of Republicans; especially those that want to continue the assault on anything “democratic”. Acknowledging that a significant number of people question the legitimacy of the election, we need to find a way to restore faith in our government. What started as a “Tea Party”, questioning the need for taxes, has grown into a movement with a range of demands, roots in alternative facts*, not to mention name calling and disrespect. We need to understand the source of this dissatisfaction while we dispel lies.

Now that the incessant messages of the Trump administration have been quieted, it will be interesting to see how “alternative facts” are promoted. While there is no such thing as an alternative fact, it is essential that we practice and teach ourselves methods for separating fact from fiction.

In the early days of the Internet I considered digital literacy an important skill for children in our school district. At the time it seemed like a good idea. Now I would say it is a matter of survival. Without this basic skill, the long term survival of democracy, not to mention our health, is at risk. We need look no further than the misinformation that has been spread alongside the spread of Covid-19. If people can be led astray on something as essential as their personal health, then anything seems possible. Digital literacy isn’t about telling people what to believe, but giving them tools to separate opinion from fact and fact from fiction.

Alternative facts” was a phrase used by U.S. Counselor to the President Kellyanne Conway during a Meet the Press interview on January 22, 2017, in which she defended White House Press Secretary Sean Spicer’s false statement about the attendance numbers of Donald Trump’s inauguration as President of the United States. When pressed during the interview with Chuck Todd to explain why Spicer would “utter a provable falsehood”, Conway stated that Spicer was giving “alternative facts”. Todd responded, “Look, alternative facts are not facts. They’re falsehoods.”Wikipedia

“What Technology Wants” … “Net Smart”

It is technology planning season here in the school district. This yearly process pushes us to question how and what we are accomplishing in our quest for the perfect learning tool. I’ve been watching and participating in this “event” for over 10 years now, so I have developed some theories. Recently I have been reading (listening) to Kevin Kelly’s book, “What Technology Wants” and Howard Rheingold’s new book, “Net Smart”.  These books, combined with my experience of how the humans around me choose has given me much food for thought. Writing always helps me formalize my theories and helps me make connections. So here goes…

“What Technology Wants” is a very, very, in-depth journey into the evolution of technology; it’s parallels to evolution in biology and human evolution and the ensuing creation of tools by homo sapiens. While the idea that technology could want something sounds whacky at first, Kelly provides a wealth of examples and some very compelling arguments for the comparison. Whether you buy the entire idea or not, in reading the book you will learn much about evolution in general, evolution of humans in particular, human invention and the gradual but steady evolution of our tools. Kelly brings many years of experience and thought to this subject. His description of the adoption of technology within the Amish community is especially thought provoking. What is instructive is not that they are 50 years behind in the adoption of technology but their process for choosing and rejecting. Key to this is their evaluation process which is continuous and includes the observation of the impact of a tool. They are willing to go back to the drawing board when something doesn’t fit with their culture.


While it doesn’t reach back into prehistory like Kelly’s book, “Net Smart” provides a history of the fast evolving tools of the Internet; a detailed view of the current state of communication, learning, online communities and collaboration. “Net Smart” is a user’s guide for anyone who would like to drive safely and effectively on the “information highway”.  As a seasoned participant in virtual communities (a term he coined) Howard steers us to the practical potentials and pitfalls of participation. While he avoids prescriptions, he provides a concise guide for focusing our attention, sorting fact from fiction, associating with people of like interests, and making a difference through community effort and knowledge building.

What do these books have to say about the adoption of technology for schools? Perhaps most important, they provide insight into where we have come from and where we can go. While, both Kelly and Rheingold are optimistic about the potentials of online learning and collaboration, both provide a realistic and sober assessment of the pitfalls and dangers. Both enjoin us to take responsibility and shape our personal and community practice with online tools.

The trends that Rheingold and Kelly describe have critical implications for schools who (for the time being) have an opportunity to influence the choices made by our children. As Mimi Ito points out in her “Digital Youth Research“, our youth are learning to use the web in informal ways, outside the walls of school. It is time that we adults move out of our comfort zone and face the emerging forms of communication. It is time to get informed and organize our learning with them. We have an opportunity to emphasize technological literacy over technological consumption. This isn’t about control but education and it starts with an informed pedagogy. It is reflected in the “stuff” (tools) that we choose for/with students.

Re-thinking technology adoption is not an event but a mindset. As such, I would like to find new and continuous ways to engage students, administrators, teachers and parents on this subject. A Net Smart curriculum could form as a touch stone for this conversation. It could inform both informal adoption (personal expenditures) and formal adoptions (with public money). As I convene with school principals this spring I hope to bring this spirit to the table. I realize that the industrial model of learning (fact and memory driven) is the elephant in the room. Such a model lends itself to a strict adoption of technology that looks like a textbook or a workbook. I would like to broaden our concept of learning to include constructivist models, as described by Ito, Kelly, Rheingold, Jenkins, Hargadon, Warlick and many others. I hope the conversations we have will generate avenues for learning that are generative, relevant and rich for our students.