| Linear and Weblike Literacy
lecture at:
Yoav Ben-Dov
The term "literacy" refers to reception and assimilation of knowledge. Therefore, when questions are raised on the enhancement of literacy, it is important to consider the basic assumptions concerning the structure of a body of knowledge, its organization and the possible ways by which it can be assimilated. In modern western culture, the mainstream approach to knowledge, such as was formulated, for example, by 17th century philosophers like Rene Descartes or Francis Bacon, tends to view a given body of knowledge as a linear structure that can be represented by a one dimensional list. such a list can be constructed or studied step by step, in an exhaustive and predetermined order. This linear approach to knowledge and literacy is reflected, for example, in the construction of a syllabus, or in the traditional method of school teaching in which the knowledge entries are studied one after another in consecutive lessons. However, in recent years one can note the emergence of a new conception, which regards bodies of knowledge as multi-connected networks (or "webs") that comprise whole systems. In such a web there is no predetermined and necessary order, so that each user can find the trajectory that fits his or her needs and inclinations, by exploring and surfing between the links. Examples of such "weblike" conceptions can be seen in current approaches to scientific research, like the concept of "paradigm" by Thomas Kuhn and his followers, and their application is expressed, for example, in the internet, which is perceived as a multi-connected web of knowledge with no predetermined beginning or end. How does learning take place in such an environment? To answer this we consider two cases, that of children applying a "playful" way of learning to control a new software, and also the communal knowledge emerging in groups of computer hackers. In both cases, learning happens not in a predetermined and necessary order, but rather through an interactive surfing of a multiconnected space, so that the trajectory depends at each point on the user's choices. These examples can be seen as an expression of a non-linear way of learning. It may also be possible to think of more efficient methods of learning through paying attention to the weblike aspects of literacy. see also: models of knowledge: linear and web-like learning
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