Knowledge society

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A knowledge society generates, shares, and makes available to all members of the society knowledge that may be used to improve the human condition. [1] A knowledge society differs from an information society in that the former serves to transform information into resources that allow society to take effective action, while the latter only creates and disseminates the raw data. [2] The capacity to gather and analyze information has existed throughout human history. However, the idea of the present-day knowledge society is based on the vast increase in data creation and information dissemination that results from the innovation of information technologies. [3] The UNESCO World Report addresses the definition, content and future of knowledge societies. [4]

Contents

Information and communication technology

The growth of Information and communication technology (ICT) has significantly increased the world's capacity for creation of raw data and the speed at which it is produced. The advent of the Internet delivered unheard-of quantities of information to people. The evolution of the internet from Web 1.0 to Web 2.0 offered individuals tools to connect with each other worldwide as well as become content users and producers. Innovation in digital technologies and mobile devices offers individuals a means to connect anywhere anytime where digital technologies are accessible. Tools of ICT have the potential to transform education, training, employment and access to life-sustaining resources for all members of society. [5]

However, this capacity for individuals to produce and use data on a global scale does not necessarily result in knowledge creation. Contemporary media delivers seemingly endless amounts of information and yet, the information alone does not create knowledge. For knowledge creation to take place, reflection is required to create awareness, meaning and understanding. The improvement of human circumstances requires critical analysis of information to develop the knowledge that assists humankind. [2] Absent reflection and critical thinking, information can actually become "non-knowledge", that which is false or inaccurate. [6] The anticipated Semantic Web 3.0 and Ubiquitous Web 4.0 will move both information and knowledge creation forward in their capacities to use intelligence to digitally create meaning independent of user-driven ICT. [7] [8]

Social theory

The social theory of a knowledge society explains how knowledge is fundamental to the politics, economics, and culture of modern society. Associated ideas include the knowledge economy created by economists and the learning society created by educators. [3] Knowledge is a commodity to be traded for economic prosperity. In a knowledge society, individuals, communities, and organizations produce knowledge-intensive work. Peter Drucker viewed knowledge as a key economic resource and coined the term knowledge worker in 1969. [9] Fast-forward to the present day, and in this knowledge-intensive environment, knowledge begets knowledge, new competencies develop, and the result is innovation. [10]

A knowledge society promotes human rights and offers equal, inclusive, and universal access to all knowledge creation. The UNESCO World Report establishes four principles that are essential for development of an equitable knowledge society: [4]

However, they acknowledge that the digital divide is an obstacle to achievement of genuine knowledge societies. Access to the internet is available to 39 percent of the world's population. [11] This statistic represents growth as well as a continued gap. Among the many challenges that contribute to a global digital divide are issues regarding economic resources, geography, age, gender, language, education, social and cultural background, employment and disabilities. [4]

Politics

To reduce the span of the digital divide, leaders and policymakers worldwide must first develop an understanding of knowledge societies and, second, create and deploy initiatives that will universally benefit all populations. The public expects politicians and public institutions to act rationally and rely on relevant knowledge for decision-making. Yet, in many cases, there are no definitive answers for some of the issues that impact humankind. Science is no longer viewed as the provider of unquestionable knowledge, and sometimes raises more uncertainty in its search for knowledge. The very advancement of knowledge creates the existence of increased ignorance or non-knowledge. [12] This means that public policy must learn to manage doubt, probability, risk and uncertainty while making the best decisions possible. [6]

To confront the uncertainty that comes from an increase in both knowledge and the resulting lack of knowledge, members of a society disagree and make decisions using justification and observation of consequences. [6] Public policy may operate with the intent to prevent the worst possible outcome, versus find the perfect solution. Democratization of expert knowledge occurs when a knowledge society produces and relies on more experts. Expert knowledge is no longer exclusive to certain individuals, professional or organizations. If in a knowledge society, knowledge is a public good to which all people have access, any individual may also serve as a creator of knowledge and receive credit as an expert. Since politicians rely on expert knowledge for decision-making, the layperson who may lack specialized knowledge might hold a view that serves as expertise to the political process.

Education

As technologies are deployed to improve global information access, the role of education will continue to grow and change. Education is viewed as a basic human right. [4] For a society where reading and counting are a requisite for daily living, skills in reading, writing, and basic arithmetic are critical for future learning. However, in a knowledge society, education is not restricted to school. The advent of ICT allows learners to seek information and develop knowledge at any time and any place where access is available and unrestricted. In these circumstances, the skill of learning to learn is one of the most important tools to help people acquire formal and informal education. [4] In a knowledge society supported by ICT, the ability to locate, classify and sort information is essential. Equipped with this skill, the use of ICT becomes an active versus a passive endeavor and integral to literacy and lifelong learning. [4]

One marker of a knowledge society is continuous innovation that demands lifelong learning, knowledge development, and knowledge sharing. The institution of education will need to become responsive to changing demands. Education professionals will need to learn along with everyone else, and as leaders of changing designs in learning, they will serve as a bridge between technology and teaching. [5] The ability to individually reflect on personal learning requirements and seek knowledge in whatever method is appropriate characterizes lifelong learning. One model that supports this type of learning is the W. Edwards Deming Plan-do-check-act cycle [5] that promotes continuous improvement. Educational professionals will need to prepare learners to be accountable for their own lifelong learning.

See also

Related Research Articles

The knowledge economy, or knowledge-based economy, is an economic system in which the production of goods and services is based principally on knowledge-intensive activities that contribute to advancement in technical and scientific innovation. The key element of value is the greater dependence on human capital and intellectual property as the source of innovative ideas, information and practices. Organisations are required to capitalise on this "knowledge" in their production to stimulate and deepen the business development process. There is less reliance on physical input and natural resources. A knowledge-based economy relies on the crucial role of intangible assets within the organisations' settings in facilitating modern economic growth.

The Association of College and Research Libraries defines information literacy as a "set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued and the use of information in creating new knowledge and participating ethically in communities of learning". In the United Kingdom, the Chartered Institute of Library and Information Professionals' definition also makes reference to knowing both "when" and "why" information is needed.

The ethics of technology is a sub-field of ethics addressing the ethical questions specific to the Technology Age, the transitional shift in society wherein personal computers and subsequent devices provide for the quick and easy transfer of information. Technology ethics is the application of ethical thinking to the growing concerns of technology as new technologies continue to rise in prominence.

Lifelong learning is the "ongoing, voluntary, and self-motivated" pursuit of knowledge for either personal or professional reasons. It is important for an individual's competitiveness and employability, but also enhances social inclusion, active citizenship, and personal development.

Information and communications technology (ICT) is an extensional term for information technology (IT) that stresses the role of unified communications and the integration of telecommunications and computers, as well as necessary enterprise software, middleware, storage and audiovisual, that enable users to access, store, transmit, understand and manipulate information.

M-learning, or mobile learning, is a form of distance education where learners use portable devices such as mobile phones to learn anywhere and anytime. The portability that mobile devices provide allows for learning anywhere, hence the term "mobile" in "mobile learning." M-learning devices include computers, MP3 players, mobile phones, and tablets. M-learning can be an important part of informal learning.

<span class="mw-page-title-main">Digital literacy</span> Competency in using digital technology

Digital literacy is an individual's ability to find, evaluate, and communicate information using typing or digital media platforms. It is a combination of both technical and cognitive abilities in using information and communication technologies to create, evaluate, and share information.

The knowledge divide is the gap between those who can find, create, manage, process, and disseminate information or knowledge, and those who are impaired in this process. According to a 2005 UNESCO World Report, the rise in the 21st century of a global information society has resulted in the emergence of knowledge as a valuable resource, increasingly determining who has access to power and profit. The rapid dissemination of information on a potentially global scale as a result of new information media and the globally uneven ability to assimilate knowledge and information has resulted in potentially expanding gaps in knowledge between individuals and nations. The digital divide is an extension of the knowledge divide, dividing people who have access to the internet and those who do not. The knowledge divide also represents the inequalities of knowledge among different identities, including but not limited to race, economic status, and gender.

<span class="mw-page-title-main">Information and media literacy</span> Overview of information and media literacy

Information and media literacy (IML) enables people to show and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages. IML is a combination of information literacy and media literacy. The transformative nature of IML includes creative works and creating new knowledge; to publish and collaborate responsibly requires ethical, cultural and social understanding.

A network-centric organization is a network governance pattern which empowers knowledge workers to create and leverage information to increase competitive advantage through the collaboration of small and agile self-directed teams. It is emerging in many progressive 21st century enterprises. This implies new ways of working, with consequences for the enterprise’s infrastructure, processes, people and culture.

<span class="mw-page-title-main">KERIS</span> South Korean governmental organization

Korea Education & Research Information Service is a governmental organization under the South Korean Ministry of Education, Science and Technology that develops, proposes, and advises on current and future government policies and initiatives regarding education in South Korea.

Design for All in the context of information and communications technology (ICT) is the conscious and systematic effort to proactively apply principles, methods and tools to promote universal design in computer-related technologies, including Internet-based technologies, thus avoiding the need for a posteriori adaptations, or specialised design.

The Global e-Schools and Communities Initiative is an international not-for-profit organisation providing demand-driven assistance to developing countries seeking to harness the potential of Information and Communication Technologies (ICT) to improve their education systems.

<span class="mw-page-title-main">Paul Kim (academic)</span>

Paul Kim is currently a Korean-American Chief Technology Officer and Associate Dean at the Stanford Graduate School of Education and has held this position since 2001.

Open educational resources (OER) are learning materials that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. OER policies are adopted by governments, institutions or organisations in support of the creation and use of open content, specifically open educational resources (OER), and related open educational practices.

<span class="mw-page-title-main">Science and Technology Information Center (Ethiopia)</span> Ethiopian scientific and technological organization

The Science and Technology Information Center (STIC) is an Ethiopian organisation which provides information to support scientific and technological (S&T) activities in the country. STIC has published information on the financing of research and development and on the nature and progress of innovative projects, and in 2014 was planning to introduce bibliometric monitoring of publications in S&T. The center has also provided information and communications technology facilities including a digital library, a patent information system, an automated personnel management system, and a S&T-related database.

<span class="mw-page-title-main">21st century skills</span> Skills identified as being required for success in the 21st century

21st century skills comprise skills, abilities, and learning dispositions that have been identified as being required for success in 21st century society and workplaces by educators, business leaders, academics, and governmental agencies. This is part of a growing international movement focusing on the skills required for students to master in preparation for success in a rapidly changing, digital society. Many of these skills are also associated with deeper learning, which is based on mastering skills such as analytic reasoning, complex problem solving, and teamwork. These skills differ from traditional academic skills in that they are not primarily content knowledge-based.

Information Communications Technology is usually included in the Home Economics and Livelihood Education program in grade school and taught through the Technology and Home Economics program in high school. The recent status of ICT education in the Philippines, along with other Southeast Asian countries, was surveyed by the Southeast Asian Ministers of Education Organization (SEAMEO) in 2011. Using the UNESCO model of ICT Development in Education, the countries were ranked as Emerging, Applying, Infusing or Transforming. The Philippines were ranked at the Infusing stage of integrating ICT in education, indicating that the country has integrated ICT into existing teaching, learning and administrative practices and policies. This includes components such as a national vision of ICT in education, national ICT plans and policies, complementary national ICT and education policies, professional development for teachers and school leaders, community or partnership and teaching and learning pedagogies. A 2012 study reported that public high schools in Metro Manila had a computer to student ratio of 1:63. While 88 percent of schools have internet connections, half of the students claimed not to be using it.

The Qingdao Declaration is a document that provides UN Member States with policy recommendations for harnessing the power of ICT to address current educational challenges, and to ensure equitable quality education and lifelong opportunities for all. It was the key output of the International Conference on ICT and Post-2015 Education, which took place 23–25 May 2015 in Qingdao, People's Republic of China. The conference was organized by UNESCO, the Ministry of Education of the People’s Republic of China and the Chinese National Commission for UNESCO.

Gender digital divide is defined as gender biases coded into technology products, technology sector, and digital skills education. It can refer to women's lack of access to, use of, and professional development in computing work. The gender digital divide has changed throughout history due to social roles, economics, and educational opportunities.

References

  1. ↑ Phillips, Fred; Yu, Ching-Ying; Hameed, Tahir; El Akhdary, Mahmoud Abdullah (2017). "The knowledge society's origins and current trajectory". International Journal of Innovation Studies. 1 (3): 175–191. doi: 10.1016/j.ijis.2017.08.001 .
  2. 1 2 Castelfranchi, C. (2007). Six critical remarks on science and the construction of the knowledge society. Journal of Science Communication, 6(4), 1-3.
  3. 1 2 Vallima, J. & Hoffman, D. (2008). Knowledge society discourse and higher education. Higher Education, 56(3), 265-285.
  4. 1 2 3 4 5 6 United Nations Educational, Scientific and Cultural Organization (2005). Toward knowledge societies. UNESCO World Report. Conde-sur-Noireau, France: Imprimerie Corlet.
  5. 1 2 3 van Weert, T. J. (2006). Education of the twenty-first century: New professionalism in lifelong learning, knowledge development and knowledge sharing. Education and Information Technologies, 11(3), 217-237.
  6. 1 2 3 Innerarity, D. (2012). Power and knowledge: The politics of the knowledge society, European Journal of Social Theory, 16(1), 3-16.
  7. ↑ Harvey, P.L. (2010). Applying social systems thinking and community informatics thinking in education. In Rudestam, K.E., & Schoenholtz-Read, J. (Eds.), 91-128. Handbook of online learning. Thousand Oaks, CA: Sage Publications, Inc.
  8. ↑ Berners-Lee, T. (2009, Mar 13). Tim Berners-Lee: The next web of open, linked data [Video]. Retrieved from https://www.youtube.com/watch?v=OM6XIICm_qo
  9. ↑ Drucker, P.F. (1969). The age of discontinuity: Guidelines to our changing society. New York, NY: Harper & Row
  10. ↑ Paavola, S. & Hakkarainen, K. (2005). The knowledge creation metaphor: An emergent epistemological approach to learning. Science & Education, 14, 535-557.
  11. ↑ Sanou, B. (2013). The world in 2013: ICT fact and figures. Retrieved from http://www.itu.int/en/ITU-D/Statistics/Documents/facts/ICTFactsFigures2013.pdf
  12. ↑ Gross, M. (2010). Ignorance and Surprise: Science, Society, and Ecological Design. Cambridge, MA: MIT Press.
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