The impacts of the rapidly expanding dimensions of the information landscape will no doubt continue to provide challenges and opportunities for teacher librarians (TLs) in their role as navigators and guides in this dynamic intellectual sphere.
The concept of constant change and flux extending beyond technological advancements and into our very interactions with information itself reflects the complexity of such evolution. (Coombes & Valli, 2007)
The chaotic and unknowable aspect of this evolutionary environment, expressed in the “deep web” ensure that there is a considerable amount of fear and distrust sublimated into the infosphere which TLs will bear a substantial responsibilty in helping learners to adapt to and content with.
Such evolutionary metaphors of course can be extended to the mass extinctions of past social media platforms like MySpace, as discussed in the blog post by David Murton ( Murton, D. 2015). Often times the mass migrations of users of new social media platforms are as difficult to predict as the murmurtions of nature.
One pattern that may be discerned in all this chaos is the trend of users and content creators continuing to be drawn to platforms that provide an ability to share content rapidly with an emphasis on ease of interface with minimal interference from third party marketing. As I have noted in my post in the forum for ELT401 2.1, third party marketing interests are responding to this behaviour evolving a more cloaked and symbiotic nature, embedded within technological platforms themselves, presenting another substantial challenge for TLs aspiring to foster empowered realtionships with emerging technologies in the information landscape.