| 2. |
Information which is available is often in a form which
makes it unusable or |
|
incomprehensible to the undereducated (and
often to the educated) woman. As a sample we have reproduced several
information items (See Appendix C). All these were taken from Metro Toronto
sources and are probably a reasonable reflection of what is available
elsewhere. Some observations are: |
- the small advertisement embedded in the classified section
(third section, page 23) would require that a potential user of this
information be able, as an absolute minimum: (i) to know that this information
is available in this particular section; (ii) to possess a newspaper; (iii) to
be able to find, read, and understand the classified section in general; and
(iv) to be able to read, understand, and respond to this specific ad.
- the large advertisement from the Family Section is more
noticeable in a section a woman is more likely to read (if she can read); but
contains more information which makes it less easy to read and understand.
- the catalogue pages from the Toronto and Etobicoke Boards of
Education were delivered to individual homes and are extremely hard to read.
They are generally found in the middle of information about many other types of
courses. In fact, one school board official had trouble understanding why the
undereducated don't register for classes - - all the information is right there
for anyone who wants to read it!!! Basically the information provided is too
complex to understand The information repeated in seven different languages is
particularly confusing since there are so many words on one small page.
- the pamphlet from the Ministry of Culture and Recreation on
English as a Second Language programs is more readable and attractive. It is
not mixed in with other information but the pamphlet does form part of a larger
display of pamphlets. Even this requires assistance from a literate person. In
addition, following a map is often assumed to be a skill which transcends
illiteracy. This is an interesting assumption since it is our experience that
reading a map is different from, but just as difficult a skill as reading
words.
- the computer print-out from the Metro Toronto Library
Directory lists every known course provided within the greater Toronto area,
both academic, vocational, general interest, and so on. We have used pages from
the Winter Directory. The regular directory lists 1 full page of academic
upgrading courses and 7 pages of English as a Second Language courses. Finding
one's way through this information is difficult for even a fully literate
woman.
| 3. |
Individuals who need adult basic education services and
the accompanying support. |
|
services are not entitled to all the
information available. This entitlement is not contained within any
legislation, including the Canadian Bill of Rights. On the other hand, if we
had been American citizens requesting information from our local congressperson
or senator, we would have received ten other items we did not ask for but which
they thought we would be interested in. |
|
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| 4. |
Service-providers often withhold information because they
assume it would not be |
|
useful to certain recipients; the recipient
would be incapable of using it correctly; or the recipient would misuse it. All
of these require that the service-provider make a value judgment about the
potential recipient. Withholding of information can also be the result of: lack
of co-ordination among service-providers with each assuming another one has
provided it; the service-provider taking the position that information cannot
be given out until a specific request for specific information is received
which follows on the assumption that redundant information is a bad thing and
people don't listen anyway; the service-provider not informing the general
public of the type of information it possesses leaving the potential user to
guess which service- provider might have which information. These types of
cyclical activates requiring assumptions, mind-reading and guess work lead to
confusion, frustration and suspicion on the part of the potential user of
information. It also has a tendency to lead service-providers to label the user
as paranoid, a term which the radical feminist therapists suggest is the direct
result of heightened awareness and lack of essential information. A report
,prepared for the Consumer's Association of Canada comments that:
(1) |
|
|
There are essentially three types of information: harmless
information; information which helps you adapt to your pain; and information on
the basic causes of your pain (usually called restricted or inaccessible). The
first two are readily available, but most research on information deals with
improving delivery (of this type). What is needed is research into ways of
liberating the third type of information. |
| 5. |
Information which is available is often in a symbolic form
which is unknown or |
|
unfamiliar to the potential user. For example,
we print pamphlets for ESL programs in English; we ask illiterates to read
their information and complete registration forms. We use words which are
outside the experience of the user. A report from the Public Policy Concern on
Community Information Centers states that: (2) |
|
|
(Information) is a commodity, a free good, but the
value/utility can only be determined by the recipient. Therefore, the value of
information must be understood in a personal context. What is useful
information to one person may not be perceived as useful information to the net
person... To reduce overload, information must be structured, sorted and made
available at a time when it is being sought. The method by which information is
made available is crucial to what is learned. There must be consistency between
means and ends, between medium and message. |
(1).C. Starrs, Making connections, A
report prepared for the Consumers' Association of Canada, 1973.
(2).G. Stewart and C. Starrs, Community
information centers, A study prepared by the Public Policy Concern for
Information Canada, 1970 |