1. FRFragmented Information Worlds Dr Wolfgang Greller Vice-Principal for Research and Quality AssuranceKeynote at the Opening of the Centre for Text and Information Competences 24 February 2014 Vienna University of Education

2. Reading Paradox (Wrong) assumption that reading decreasesGallup (2005)Pew (2014) 3. 5055-6440More Reading Than Ever30 20 10 0Reasons: More people are educated to higher levels Reading as part of career (LLL) Success models (Amazon, The Strand, Huffington Post, Wikipedia, etc.) More publications than ever before (publish or perish) Participatory internet (Blogs, FB, Twitter, Online News, etc.) Wider access (e.g. mobile, free Metro papers, etc.)2000 2005 2008 201160 50 40Austria 25-64 Austria 25-63 Below Grade Unter Sek2 930Austria 25-64 Austria 25-64 Degree Tertir level20Canada 25-64 Canada 25-63 Below Grade Unter Sek2 910Canada 25-64 Canada 25-64 Degree Tertir level0 2000200520082011OECD 2013 4. Information SocietyUbiquitous streams of information Multi-modal symbolism (not only text) Ambient technologies Display and interaction diversity Global connections ISSUES: Retrievability Evaluation Organisation Contextualisation 5. Ambient TechnologiesSpeaking Elektronics 6. Localised/Contextualised Information 7. Visualisation DataInformationKnowledge 8. Visualisation varietyCognitive Load? Helpful or confusing? 9. Continuous Streams of InformationNot only texts but conversations Conversations happening as text (instead of verbally) 10. DiscourseAuthored textPublic commentary 11. Connectivism Knowledge exists in the network instead of in one person (Wisdom of the Crowd) The community is the curriculum (Dave Cormier) 12. Information and SchoolIf schools are coming into direct competition with the learning opportunities available in the informal social space, it has to be said that this is a pressure, which barely registers within the political discourse. Indeed, the gaping hole in the middle of the public debate on schooling is that we cant even agree on what schools are actually for. Do they provide a set of skilled employees for the labor market? Or are they about developing the whole child emotionally, intellectually, creatively? Do they serve to ensure national economic competitiveness? Or are they about civic cohesion through cultural education? These are questions around which there has been no public consensus, as absurd as this may seem, given that in the U.S. and most of Europe we have had state-organized systems of compulsory schooling for over 140 years. (David Price, 2013) 13. Fragmentation of Knowledge - Tiny pieces of information (info-particles) - Along (global) connections - Eliminating noise 14. Do we have the competences to create the sum of many parts?