Chapter 7: The thing I found most interesting about this chapter was the concept of the different fluencies, and that the digital world requires a new language. The discussion of students realizing, before the teachers, that information is not static and that access to the information through the digital tools has already fundamentally changed the role of the teacher. It seems if teachers embrace new technology and all of the access to information it provides students, teachers can spend less time trying to act as the sole source of information and can focus more on cultivating higher order thinking.
Chapter 8: The concept of project based learning is something new to me as most of my education involved more listening than doing. I think it is interesting to reflect on what I have now learned about the "doing" that allows a connection between what is being taught. It seems the universal goal among teachers of connecting with students may be the way to convince teachers to make use of technology since today's generation is so connected with technology.
Chapter 7 How teachers teach and students learn has been the same for hundreds of years. This is now changing. With the bombardment of technology children face today, the way they handle information is changing. Therefore, teachers have to change the way we are teaching because students are changing the way they learn. The first thing educators have to look at is teaching to the test. Teaching to the test is no longer going to provide students with tools they need to become successful in the world they live in. Tests that are given, and have been given for years, only test lower level thinking skills. The world we are preparing our students for is not one of lower level thinking; they need to be prepared for a world where they have to solve real world problems. There are skills that are essential for students to learn in school to be functioning adults in the future. Students have to become fluent in the following skills: • Solution fluency- which is a whole brained approach to solving problems in a creative manner • Information fluency- is the ability to access and assess digital information • Collaboration fluency- Collaboration is essential to getting work completed, students have to become proficient in working with a team. • Creative fluency- Not only are people going to have to come up with solutions, but they have to be able to solve these problems in a creative manner. Things also have to be created in a creative manner too. • Media fluency- This is the ability to interpret messages in the media and to create and publish products. • Digital Citizenship- Becoming a citizen on the internet is extremely important for everyone. They have to understand that who they put out there on the internet is them and can come back to hurt or help them. In preparing children for the future educators have to shift to higher level thinking processes so that children can use their whole brain when solving problems. This new world we live in today requires higher level thinking. Therefore schools have to shift their teaching and assessing to better prepare children for the world of tomorrow. Chapter 8 It is becoming obvious that students learn differently, and with the vast resources available it is becoming more difficult for teachers to possibly know everything. With children’s brains being wired differently they are learning differently. No longer are the ways when the teacher can be the head of the classroom and children will learn in a passive manner. The learning process is becoming active learning. This change in teaching has to be to project based learning where teachers have to resist telling the answers. But allowing students to find the answers to questions they have is the key to active learning. With this change the teachers job is now changing to a learner guide not the be all end all of the learning process.
I was really struck by some of the quotes in chapter seven. My favorite was the following introduction to the chapter: "Imagine a school with children that can read and write, but where there are many teachers who cannot, and you have a metaphor of the Information Age in which we live." (Peter Cochrane) What a powerful statement! I had never considered it this way, but the author is right! Today's teachers who have continued to neglect the digital world are missing out on important life skills that our students learn more about everyday. I also appreciated the talk about how "teachers spend a great deal of time telling students what they need to know to do well on tests," but written tests do not assess students on high levels of understanding. As teachers, we should be digital role models for our students. We should help them develop the skills that will be necessary for the workplace of their generation. This is so much more important than teaching to the test!!
We are at the point with today's students that the teacher is no longer the "expert". In fact, our students have so much to share with us, and we have so much to learn especially when it comes to technology. Unfortunately, many teachers are having a hard time letting go of the control they believe they have and rather continue on as it than ask for help. They do not realize that it is okay to allow students an opportunity to teach. This should be a frequent occurrence in the classroom. According to the learning cone, students learn/remember more when they teach it to another person! This is why choosing student "experts" is an excellent teaching method!
At first I had a hard time with this chapter because it seemed to have plenty of negative things to say about the current approach to teaching (which I agreed with) but very little in terms of how to actually implement a change in the classroom. It does toward the end though. With so many standardized tests and benchmarks set by the state or area school boards, teachers can not simply do away with the current “skill and drill” method. A change has to come from the top, not just from teachers. Even as a young adult, I am still blown away by the technological advances of even the past ten years. A friend and I had a conversation the other day about how different life is with google in the palm of your hand. We never have to wonder about something because we can just look it up- like dates, names, or song lyrics (important things ha ha). This has become an issue for today’s students too. Why memorize some irrelevant facts when they could just look it up if they ever did in fact need to know it. Classroom instruction should focus on whole concept learning and learning to utilize the what is available to them, but until lawmakers and those in the position to change policy make a strong shift to the latter, the classroom will simply become more and more irrelevant.
chapter 8
In this chapter, I loved the idea of project-based and whole mind learning. Starting a “lesson” with a problem for the students to work through rather than teaching the correct solution and then giving them irrelevant and unnecessary work to simply ‘practice’ the concept is not working. This chapter also talks about the need to change the ‘teacher-as-expert’ way of thinking. This hit me hard recently when I was substituting for a local third grade class. The sub plans asked me to ‘teach’ a pre made power point to the students- it focused on several concepts, vocabulary words, and lessons from the teachers manual. I was literally reading from a powerpoint. I tried to make it as interesting and relevant as possible adding in my own ‘real-world’ examples, but I could tell the children had just about as little interest in it as I did. I’m not trying to put down the teacher by any means, but the fact that that style of teaching is not working was very obvious to me at that particular time.
Chapter 8: The information that teachers are sharing with their students in the classroom is constantly becoming outdated by the click of a mouse. The fact that information is constantly being updated and easily accessible through the internet, this makes it difficult for teachers to even be considered “the expert” in the classroom. This is one of the reasons why talking at students of the digital generation has shown to be ineffective. According to the Learning Cone, first developed by Edgar Dale, reading and talking to the students in the classroom are the least effective instruction methods according to Dale’s research. I would agree that the most effective way to learn is through hands on active learning and the least effective way is through passive learning through lecture style instruction. Teachers need to resist telling students and create more opportunities to discover that can create excitement for the students keeping them engaged in the learning process. Teachers need to become a facilitator, similar to a coach, guiding them to find the answers and making the lesson much more memorable because students become active in their own learning. This type of instruction makes so much more sense when we think about how we learn best.
The 21st Century world of work is moving much faster than I had ever anticipated. I was fascinated with the concept of a global work group. Because of the enhancements in technology, companies are able to essentially never have an end to a work day. The text explains that the digital generation could potentially have up to 14 careers in a lifetime. I can relate with this estimated statistic as I am starting my 3rd career at the age of 32. There appears to me so much more opportunity than there ever was in our parents’ generation that to stay with one career for a lifetime could lose its luster. It appears that in the 21st century work place, the only way to make a more substantial amount of money is to periodically change employers as well as positions. There are new basic skills that teacher must incorporate into their teaching methods and approaches if they are to help students today develop the new basic skills needed to thrive in the 21st century work place. The ability to solve problems quickly will be essential which ties into being able to access, research and retrieve digital information and be able to sort and determine the accurate data from inaccurate data that has no support. I have been guilty in the past of searching information on the internet and finding it for truth just because it appears to be correct. I think that a large percentage of students today believe that because it is on the internet that it has to be fact. Working collaboratively in an online environment is another skill that students are already developing as they are already engaging in online chats, study groups, and recreational communication. Developing that skill to the work place level will be important as it appears that face to face contact has taken the back seat to communication through the online digital environment. This I would assume is due to the simple fact that less time is spent getting on the computer and transferring information than driving to a Starbucks to sit down for 2 hours to discuss the information that it would have taken less time through the computer. Most important of all is the need for teachers to educate their students of the fears and dangers associated with the internet. They also need to be warned that the internet is a living and breathing document that once online it leaves a handprint so to speak that can never be removed. I think students would benefit greatly from a 2 week class just on digital citizenship where the course could provide examples of students that did not take using the internet lightly and they and their families have had to suffer greatly because of it.
Chapter 7 This whole chapter focuses on moving from lower level thinking, to higher level thinking instruction. We can no longer teach our children like they will learn one skill and do that one skill in a profession until they retire. That will not happen in this day and age. Our students need to learn how to learn and see the big picture and problem. We need to focus on life-long learning skills. Instead of memorizing facts, we have to teach our students how and where to retrieve the information they need. Not only do they need to be able to find the information, but they also have to be able to evaluate the information to know what is pertinent. Once they decide what is important to the situation, they then have to be able to communicate and collaborate with others about the topic. I was amazed to see how one day all of our libraries would be digital and how you would be able to access information on a topic or an opinion from a multitude of sources all at once. The most beneficial information I got from this chapter was the strategies that could be used to develop those higher level thinking skills. I loved the idea of presenting a problem and sitting back and seeing what the students do with it. The author gave the example of if someone was sick in your family and you just found out, what would you do? You would begin researching on the internet and talking to everyone you could about options and a plan. That’s what we need to do with our students. This will make learning more meaningful, and who knows the unexpected learning that will take place. I also loved the idea of sitting back and not jumping in to help so quickly. The idea of letting students experience the state of confusion and struggling for a solution is difficult for teachers. However, during this state of confusion, learning will take place and will be self directed and much more meaningful.
Chapter 8 Teachers Must Move off the Stage When you see the title “Teachers Must Move Off the Stage” your first response as a teacher should be relief. You should feel that the pressure is off of performing and entertaining while educating these young adults. That is however not the response most of us veteran teachers have. We feel out of control and out of our comfort zone. To know that the pressure is off of trying to be the expert in the class with all the answers to the questions is comforting. There is no way we can be the expert any longer. The amount of information is growing so fast, we can no longer keep up to date. Students have to become active participants in the learning process. When they are sitting and listening very little learning is taking place. When you walk into 90% of classrooms today that is exactly what you see. The teacher is up in front of the class talking and the students are passively listening. We have to make the shift from talking focused teaching to project based learning. I loved the example of the teacher taking on the role of owner of a business or an editor of a magazine and the students becoming the designers, writers, or investigators. They become the doers. I also loved the 4D problem solving process. (Define the problem, Design the solution, Do the work, and Debrief what you have done)
In Chapter 8, Jukes explains why the “teacher as an expert talking to student” will no longer work with the digital generation. First, it is harder to be an expert with the explosion of all the new information, and secondly, talking at students doesn’t work anymore. He cites the learning pyramid developed by Edgar Dale to show the various levels of successful learning, and “giving a talk” ranks at the bottom of good teaching strategies. With this generation growing up with online, highly interactive experiences, they will no longer be content to “passively receive instruction”. Teachers must become facilitators and “resist the temptation to tell”. When we realize that students learn better through active involvement, that our old methods of talking to the students will not work with the digital generation, then we can begin to close the gap and the huge disconnect with this current generation.
After reading this chapter, I had to take a long, hard look at my teaching strategies. When I was in the classroom, I felt that I was a good teacher. Teaching not only the “what” but the “why” behind all of the math concepts. I tried to include higher-level thinking skills and problems throughout my units and at the end, I would “assess”. I see now that in order to get a complete picture of my students’ learning, I must give them the opportunity to demonstrate the skills we have covered.
I was comforted to see the author agree that we still need reading, writing and math skills taught, but that there needs to be a shift in emphasis on the importance of those skills. The basic skills taught must be re-organized to value technology, solution fluency, information fluency, collaboration fluency, creative fluency and media fluency.
I appreciated the section on Digital citizenship, as well as our class discussions on this topic. It is important to teach students to be consistent with their online personality as with their own. We all must be careful to be aware that others online may not be who they portray themselves to be.
I applaud the section on the re-working of Bloom’s taxonomy. It shows a greater emphasis on the processing, analyzing, evaluating, and therefore creating with the information presented. When all is said and done, can the student create a new point of view? Can they defend a position or decision? Can they take this information and spring forward to a new idea or product or concept? Now THAT is exciting!
I found it interesting that the author cited a Labor Department projection that students in school today will have 10-14 different careers in their lifetime. If these students do not develop higher-level thinking skills, their future may not be so bright. Many of the lower skilled jobs will be taken by a mechanized workforce, or possibly by cheaper contract workers in other countries.
Schools and teachers must recognize the changes in the world and the skills needed for todays students to be successful in the future. Teachers must make a fundamental shift to presenting problems first, and teaching second. Whole mind instruction must be in play in order for this digital generation to see the big picture in the information they access. When the knowledge is gained and the relevance is seen, problems will be solved, tasks will be accomplished.
Chapter 7: The thing I found most interesting about this chapter was the concept of the different fluencies, and that the digital world requires a new language. The discussion of students realizing, before the teachers, that information is not static and that access to the information through the digital tools has already fundamentally changed the role of the teacher. It seems if teachers embrace new technology and all of the access to information it provides students, teachers can spend less time trying to act as the sole source of information and can focus more on cultivating higher order thinking.
ReplyDeleteChapter 8: The concept of project based learning is something new to me as most of my education involved more listening than doing. I think it is interesting to reflect on what I have now learned about the "doing" that allows a connection between what is being taught. It seems the universal goal among teachers of connecting with students may be the way to convince teachers to make use of technology since today's generation is so connected with technology.
Chapter 7
ReplyDeleteHow teachers teach and students learn has been the same for hundreds of years. This is now changing. With the bombardment of technology children face today, the way they handle information is changing. Therefore, teachers have to change the way we are teaching because students are changing the way they learn.
The first thing educators have to look at is teaching to the test. Teaching to the test is no longer going to provide students with tools they need to become successful in the world they live in. Tests that are given, and have been given for years, only test lower level thinking skills. The world we are preparing our students for is not one of lower level thinking; they need to be prepared for a world where they have to solve real world problems.
There are skills that are essential for students to learn in school to be functioning adults in the future. Students have to become fluent in the following skills:
• Solution fluency- which is a whole brained approach to solving problems in a creative manner
• Information fluency- is the ability to access and assess digital information
• Collaboration fluency- Collaboration is essential to getting work completed, students have to become proficient in working with a team.
• Creative fluency- Not only are people going to have to come up with solutions, but they have to be able to solve these problems in a creative manner. Things also have to be created in a creative manner too.
• Media fluency- This is the ability to interpret messages in the media and to create and publish products.
• Digital Citizenship- Becoming a citizen on the internet is extremely important for everyone. They have to understand that who they put out there on the internet is them and can come back to hurt or help them.
In preparing children for the future educators have to shift to higher level thinking processes so that children can use their whole brain when solving problems. This new world we live in today requires higher level thinking. Therefore schools have to shift their teaching and assessing to better prepare children for the world of tomorrow.
Chapter 8
It is becoming obvious that students learn differently, and with the vast resources available it is becoming more difficult for teachers to possibly know everything. With children’s brains being wired differently they are learning differently. No longer are the ways when the teacher can be the head of the classroom and children will learn in a passive manner. The learning process is becoming active learning.
This change in teaching has to be to project based learning where teachers have to resist telling the answers. But allowing students to find the answers to questions they have is the key to active learning. With this change the teachers job is now changing to a learner guide not the be all end all of the learning process.
Chapter 7 Reflection:
ReplyDeleteI was really struck by some of the quotes in chapter seven. My favorite was the following introduction to the chapter: "Imagine a school with children that can read and write, but where there are many teachers who cannot, and you have a metaphor of the Information Age in which we live." (Peter Cochrane) What a powerful statement! I had never considered it this way, but the author is right! Today's teachers who have continued to neglect the digital world are missing out on important life skills that our students learn more about everyday. I also appreciated the talk about how "teachers spend a great deal of time telling students what they need to know to do well on tests," but written tests do not assess students on high levels of understanding. As teachers, we should be digital role models for our students. We should help them develop the skills that will be necessary for the workplace of their generation. This is so much more important than teaching to the test!!
Chapter 8 Reflection:
ReplyDeleteWe are at the point with today's students that the teacher is no longer the "expert". In fact, our students have so much to share with us, and we have so much to learn especially when it comes to technology. Unfortunately, many teachers are having a hard time letting go of the control they believe they have and rather continue on as it than ask for help. They do not realize that it is okay to allow students an opportunity to teach. This should be a frequent occurrence in the classroom. According to the learning cone, students learn/remember more when they teach it to another person! This is why choosing student "experts" is an excellent teaching method!
chapter 7
ReplyDeleteAt first I had a hard time with this chapter because it seemed to have plenty of negative things to say about the current approach to teaching (which I agreed with) but very little in terms of how to actually implement a change in the classroom. It does toward the end though. With so many standardized tests and benchmarks set by the state or area school boards, teachers can not simply do away with the current “skill and drill” method. A change has to come from the top, not just from teachers. Even as a young adult, I am still blown away by the technological advances of even the past ten years. A friend and I had a conversation the other day about how different life is with google in the palm of your hand. We never have to wonder about something because we can just look it up- like dates, names, or song lyrics (important things ha ha). This has become an issue for today’s students too. Why memorize some irrelevant facts when they could just look it up if they ever did in fact need to know it. Classroom instruction should focus on whole concept learning and learning to utilize the what is available to them, but until lawmakers and those in the position to change policy make a strong shift to the latter, the classroom will simply become more and more irrelevant.
chapter 8
In this chapter, I loved the idea of project-based and whole mind learning. Starting a “lesson” with a problem for the students to work through rather than teaching the correct solution and then giving them irrelevant and unnecessary work to simply ‘practice’ the concept is not working. This chapter also talks about the need to change the ‘teacher-as-expert’ way of thinking. This hit me hard recently when I was substituting for a local third grade class. The sub plans asked me to ‘teach’ a pre made power point to the students- it focused on several concepts, vocabulary words, and lessons from the teachers manual. I was literally reading from a powerpoint. I tried to make it as interesting and relevant as possible adding in my own ‘real-world’ examples, but I could tell the children had just about as little interest in it as I did. I’m not trying to put down the teacher by any means, but the fact that that style of teaching is not working was very obvious to me at that particular time.
Chapter 8: The information that teachers are sharing with their students in the classroom is constantly becoming outdated by the click of a mouse. The fact that information is constantly being updated and easily accessible through the internet, this makes it difficult for teachers to even be considered “the expert” in the classroom. This is one of the reasons why talking at students of the digital generation has shown to be ineffective. According to the Learning Cone, first developed by Edgar Dale, reading and talking to the students in the classroom are the least effective instruction methods according to Dale’s research. I would agree that the most effective way to learn is through hands on active learning and the least effective way is through passive learning through lecture style instruction. Teachers need to resist telling students and create more opportunities to discover that can create excitement for the students keeping them engaged in the learning process. Teachers need to become a facilitator, similar to a coach, guiding them to find the answers and making the lesson much more memorable because students become active in their own learning. This type of instruction makes so much more sense when we think about how we learn best.
ReplyDelete-Kylie Hopper
Chapter 7
ReplyDeleteThe 21st Century world of work is moving much faster than I had ever anticipated. I was fascinated with the concept of a global work group. Because of the enhancements in technology, companies are able to essentially never have an end to a work day. The text explains that the digital generation could potentially have up to 14 careers in a lifetime. I can relate with this estimated statistic as I am starting my 3rd career at the age of 32. There appears to me so much more opportunity than there ever was in our parents’ generation that to stay with one career for a lifetime could lose its luster. It appears that in the 21st century work place, the only way to make a more substantial amount of money is to periodically change employers as well as positions.
There are new basic skills that teacher must incorporate into their teaching methods and approaches if they are to help students today develop the new basic skills needed to thrive in the 21st century work place. The ability to solve problems quickly will be essential which ties into being able to access, research and retrieve digital information and be able to sort and determine the accurate data from inaccurate data that has no support. I have been guilty in the past of searching information on the internet and finding it for truth just because it appears to be correct. I think that a large percentage of students today believe that because it is on the internet that it has to be fact. Working collaboratively in an online environment is another skill that students are already developing as they are already engaging in online chats, study groups, and recreational communication. Developing that skill to the work place level will be important as it appears that face to face contact has taken the back seat to communication through the online digital environment. This I would assume is due to the simple fact that less time is spent getting on the computer and transferring information than driving to a Starbucks to sit down for 2 hours to discuss the information that it would have taken less time through the computer. Most important of all is the need for teachers to educate their students of the fears and dangers associated with the internet. They also need to be warned that the internet is a living and breathing document that once online it leaves a handprint so to speak that can never be removed. I think students would benefit greatly from a 2 week class just on digital citizenship where the course could provide examples of students that did not take using the internet lightly and they and their families have had to suffer greatly because of it.
-Kylie Hopper
Chapter 7
ReplyDeleteThis whole chapter focuses on moving from lower level thinking, to higher level thinking instruction. We can no longer teach our children like they will learn one skill and do that one skill in a profession until they retire. That will not happen in this day and age. Our students need to learn how to learn and see the big picture and problem. We need to focus on life-long learning skills. Instead of memorizing facts, we have to teach our students how and where to retrieve the information they need. Not only do they need to be able to find the information, but they also have to be able to evaluate the information to know what is pertinent. Once they decide what is important to the situation, they then have to be able to communicate and collaborate with others about the topic.
I was amazed to see how one day all of our libraries would be digital and how you would be able to access information on a topic or an opinion from a multitude of sources all at once.
The most beneficial information I got from this chapter was the strategies that could be used to develop those higher level thinking skills. I loved the idea of presenting a problem and sitting back and seeing what the students do with it. The author gave the example of if someone was sick in your family and you just found out, what would you do? You would begin researching on the internet and talking to everyone you could about options and a plan. That’s what we need to do with our students. This will make learning more meaningful, and who knows the unexpected learning that will take place. I also loved the idea of sitting back and not jumping in to help so quickly. The idea of letting students experience the state of confusion and struggling for a solution is difficult for teachers. However, during this state of confusion, learning will take place and will be self directed and much more meaningful.
Melinda Evans
Chapter 8
ReplyDeleteTeachers Must Move off the Stage
When you see the title “Teachers Must Move Off the Stage” your first response as a teacher should be relief. You should feel that the pressure is off of performing and entertaining while educating these young adults. That is however not the response most of us veteran teachers have. We feel out of control and out of our comfort zone. To know that the pressure is off of trying to be the expert in the class with all the answers to the questions is comforting. There is no way we can be the expert any longer. The amount of information is growing so fast, we can no longer keep up to date.
Students have to become active participants in the learning process. When they are sitting and listening very little learning is taking place. When you walk into 90% of classrooms today that is exactly what you see. The teacher is up in front of the class talking and the students are passively listening. We have to make the shift from talking focused teaching to project based learning. I loved the example of the teacher taking on the role of owner of a business or an editor of a magazine and the students becoming the designers, writers, or investigators. They become the doers. I also loved the 4D problem solving process. (Define the problem, Design the solution, Do the work, and Debrief what you have done)
Melinda Evans
Chapter 8- Teachers Must Move Off the Stage
ReplyDeleteIn Chapter 8, Jukes explains why the “teacher as an expert talking to student” will no longer work with the digital generation. First, it is harder to be an expert with the explosion of all the new information, and secondly, talking at students doesn’t work anymore. He cites the learning pyramid developed by Edgar Dale to show the various levels of successful learning, and “giving a talk” ranks at the bottom of good teaching strategies. With this generation growing up with online, highly interactive experiences, they will no longer be content to “passively receive instruction”. Teachers must become facilitators and “resist the temptation to tell”. When we realize that students learn better through active involvement, that our old methods of talking to the students will not work with the digital generation, then we can begin to close the gap and the huge disconnect with this current generation.
CHAPTER 7- A Shift to Whole-Mind Instruction
ReplyDeleteAfter reading this chapter, I had to take a long, hard look at my teaching strategies. When I was in the classroom, I felt that I was a good teacher. Teaching not only the “what” but the “why” behind all of the math concepts. I tried to include higher-level thinking skills and problems throughout my units and at the end, I would “assess”. I see now that in order to get a complete picture of my students’ learning, I must give them the opportunity to demonstrate the skills we have covered.
I was comforted to see the author agree that we still need reading, writing and math skills taught, but that there needs to be a shift in emphasis on the importance of those skills. The basic skills taught must be re-organized to value technology, solution fluency, information fluency, collaboration fluency, creative fluency and media fluency.
I appreciated the section on Digital citizenship, as well as our class discussions on this topic. It is important to teach students to be consistent with their online personality as with their own. We all must be careful to be aware that others online may not be who they portray themselves to be.
I applaud the section on the re-working of Bloom’s taxonomy. It shows a greater emphasis on the processing, analyzing, evaluating, and therefore creating with the information presented. When all is said and done, can the student create a new point of view? Can they defend a position or decision? Can they take this information and spring forward to a new idea or product or concept? Now THAT is exciting!
I found it interesting that the author cited a Labor Department projection that students in school today will have 10-14 different careers in their lifetime. If these students do not develop higher-level thinking skills, their future may not be so bright. Many of the lower skilled jobs will be taken by a mechanized workforce, or possibly by cheaper contract workers in other countries.
Schools and teachers must recognize the changes in the world and the skills needed for todays students to be successful in the future. Teachers must make a fundamental shift to presenting problems first, and teaching second. Whole mind instruction must be in play in order for this digital generation to see the big picture in the information they access. When the knowledge is gained and the relevance is seen, problems will be solved, tasks will be accomplished.