Boolean logic: In computerized information retrieval, search queries use and, or, and not to connect keywords, which describe and represent the topic being retrieved. Examples: A and B, A or B, A not B.

Data: According to Davenport and Prusak (2000), data refers to a "set of discrete, objective facts about events;" by itself, it does not have relevance or purpose.

E-mail: Short for electronic mail, e-mail is a system of world-wide electronic communication, in which messages are generated by a computer user at one computer and sent to a recipient, usually at another computer. Although generated electronically, e-mail is very similar in concept to "snail mail," our normal mail system via the post office. An e-mail message appears in the recipient's e-mail "box." Like "snail mail," or regular mail, e-mail is asynchronous communication (i.e. not in real time).

Electronic discussion list: A form of electronic conferencing, an electronic discussion list provides a central clearinghouse for all messages intended for the entire conference group. Each message sent to the list is then distributed simultaneously to all recipients, who receive them as e-mail. Electronic discussion lists facilitate ongoing conversations on topics of mutual interest to recipients located anywhere geographically as long as they are connected to the Internet. Many professional groups now have one or more electronic discussion lists, such as a list for elementary music teachers. These lists are a useful way to network, keep up-to-date in the field, discuss current issues, and share information with fellow professionals. Like e-mail, electronic discussion lists provide an asynchronous form of communication (i.e. not in real time).

Explicit knowledge: Based on Polyani's work (as cited by Nonaka, 1994; Davenport and Prusak, 2000), explicit knowledge is formal and systematic, typically codified in records, such as libraries, archives, and databases.

Information: Consisting of the flow of messages and meanings, it requires both a sender and receiver. According to Davenport and Prusak (2000), "information is meant to change the way the receiver perceives something, to have an impact on judgment and behavior. It must inform; it's data that makes a difference." Nonaka (1994) says that information has two characteristics: it is syntactic (objective and measurable, such as the measurement of the volume of information in a phone bill) and semantic (the conveyed meaning, such as the message content). Information is the medium for initiating and formalizing knowledge.

Information Age: Generally starting in the early 1970's, the Information Age is the term that describes the increase in the creation, publication, consumption, and manipulation of information. It refers in particular to the role of computers and computer networks in facilitating this information explosion.

Internet: Called the network of networks, the Internet is a world-wide system of interconnected networks that use the TCP/IP protocol. Once connected to the Internet from their personal computers, teachers and educators have access to electronic resources world wide, which can be integrated into their classroom. Examples are web pages, e-mail, threaded discussions, and electronic discussion lists (the last three are listed in this glossary).

Knowledge: According to Nonaka (1994), it is combining and organizing the flow of information with personal commitment and beliefs. Knowledge is formed in the minds of individuals, developed through interactions (called "communities of interaction" or "communities of practice"), and supported by organizations.

Tacit knowledge: Based on Polyani's work (as cited in Nonaka, 1994; Davenport and Prusak, 2000), tacit knowledge is personal, rooted in action, with commitment and involvement in a specific context. It consists of paradigms, viewpoints, beliefs, and concrete know-how, such as crafts and skills.

Threaded discussion: A form of electronic conferencing which functions like an electronic bulletin board, threaded discussions are electronic messages that are posted, archived, and viewable on a web site. Discussion participants can view both previous and current messages and respond to them in an asynchronous manner (i.e. not in real time). This is useful for facilitating ongoing class discussions between scheduled in-class sessions and to assist students in preparing for the next in-class session. Students may also wish to create a threaded discussion to share their ideas, drafts-in-progress, and completed work with each other and to solicit comments. Some threaded discussions not only post to a web site but also automatically (and simultaneously) generate an e-mail message to all discussion recipients. This last merges both the advantages of personal e-mail and electronic bulletin boards.

Webquests: These are web pages or web sites, which have a specific educational objective. Usually created by teachers and educators, webquests consist of learning activities that enhance and extend existing classroom experiences. Webquests are available for many different topical areas and disciplines, from social science to science to the humanities. Popular webquests often integrate information gathering functions, such as collecting local data on plant or animal life. Judi Harris has gathered, classified, and described many webquests in her book, Virtual Architecture, and also on her corresponding web site (both listed on the Readings page for this lesson).