Having access to (or the ability to access) information 24/7 is a norm in our modern-day society. On first consideration, I would deem it to be a largely positive notion. However, in the article set for consideration and reflection upon, Mosbergen (2016) reports on a French labour reform bill that has me questioning whether this idea of having constant access to information is as positive as first thought.
During the time of publication of the stimulus article, the Labour reform bill was “still pending before the Senate” (Mosbergen, 2016), however, further research has confirmed that the bill was in fact passed; coming into effect on 1st January 2017, which established workers’ “right to disconnect” stipulating the requirement for “companies with more than 50 employees to establish hours when staff should not send or answer emails” where the aim was to make sure “employees are fairly paid for work, and preventing burnout by protecting private time” (Morris, 2017).
In light of the article, the reflection prompt invites consideration of some of the positives and negatives of having ready access to information, with respect to my own capacity to study this subject. Firstly, I shall address the positives:
1. Being able to instantly access learning materials and resources, as required. With the nature of this course being online, I am able to study at my own pace, during times that suit me. Having work commitments and also a young family, I can organise a schedule that works best for me (and my family). Interestingly, as reported by Schofield (2016), Oliver Mathiot of PriceMinister stated, “what we need is greater flexibility in the workplace”. Being required (or study) at certain rigid times of the day does not necessarily suit everyone.
2. Having the ability to connect with other people including course coordinators, lecturers and other students without the limitations of physical location and distance. Whether it be through Zoom sessions, emails or discussion chat boards, I can participate in lectures or access help and assistance without having to leave the comfort of my own home. Especially during COVID times, the ability to remain ‘connected’, without being ‘physically present’ has become ever so essential.
3. Keeping up to date with the latest information, in real time. Monitoring and engaging with relevant news, education and research sites, as well as applicable twitter feeds for instance, has a certain ‘competitive advantage’.
On the flip side however, having access to information 24/7 can also have its negatives also, which I shall outline below:
1. The imposition on family time. With being able to complete study ‘at any time of the day or night’, can be increasingly difficult to effectively manage a study/work-life balance. Michael Moore in his Where to Invade Next documentary reports that in Germany it is actually against the law to contact employees’ whilst that are on vacation, with companies including Mercedes Benz having their computer servers block emails sent to employees outside of work hours (2015). This is so people are specifically not imposed upon with work related issues/queries during personal/family time, supporting the idea of a work/life balance.
2. The expectation of being able to get things done at any time (often immediately), creating pressure, stress and anxiety. Supporting this idea is Benoit Hamon of the French National Assembly, where Mosbergen (2016) quotes him as saying:
Employees physically leave the office, but they do not leave their work. They remain attached by a kind of electronic leash – like a dog. The texts, the messages, the emails – they colonize the life of the individual to the point where he or she eventually breaks down.
3. Being overloaded with information, which O’Connell et al. (2021, module 2.2) makes reference to as “technobesity, technoglut and data smog”. Often having access to too much information can be overwhelming. This specifically relates back to study of this course as an example which requires a sifting through a deluge of information (from books, journal articles, research papers and websites). It is immensely time-consuming and overwhelming in its undertaking.
References
Moore, M. (Director). (2015). Where to invade next [Film]. Dog Eat Dog Films.
Morris, D. (2017). New French law bars work email after hours. Fortune. https://fortune.com/2017/01/01/french-right-to-disconnect-law/
Mosbergen, D. (2016). French legislation suggests employees deserve the right to disconnect. The Huffington Post. https://www.huffingtonpost.com.au/entry/work-emails-france-labor-law_n_57455130e4b03ede4413515a?section=australia
O’Connell, J., Derouet, L. & Korodaj, L. (2021). 2. The information environment [Learning module]. ETL401: Introduction to teacher librarianship. Interact 2. https://interact2.csu.edu.au/webapps/blackboard/content/listContentEditable.jsp?content_id=_4449688_1&course_id=_57504_1
Schofield, H. (2016). The plan to ban work emails out of hours. BBC News Paris. https://www.bbc.com/news/magazine-36249647