Understanding the Role of Type Preferences in Fostering Technological Literacy

Understanding the Role of Type Preferences in Fostering Technological Literacy

Karen S. Nantz (Eastern Illinois University, USA) and Barbara E. Kemmerer (Eastern Illinois University, USA)
Copyright: © 2005 |Pages: 11
DOI: 10.4018/978-1-59140-479-8.ch008
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Abstract

This chapter examines the relationship between learning preferences and technological literacy. Based upon the work of Carl Jung, Myers-Briggs proposed a framework for understanding personality differences. The chapter suggests that applying this framework to the study of technological and information literacy can increase organizational effectiveness, particularly with respect to training, delivery methods, and information and knowledge acquisition.

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