There is no doubt that we are part of an ‘information society’. Whether you identify as what Floridi (2007) describes as a “digital native”, who has been born into this current time period burgeoning with technological devices, smart technologies and constant connectivity; or a “digital immigrant” who has adopted and incorporated these technologies as they have come into existence, the proliferation of information is all around us; and it is inescapable.
O’Connell et al. (2021, module 2.1) suggests that information can be managed, accessed and produced; and considering Desjardin’s infographic, it is evident that the amount of data existing in the world is growing at an exponential rate (2019), with this ‘data amount’ calculated even failing to exclude information located in the Deep Web and Internet2.
The stimulus article written by Mosbergen (2016), who was reporting on a French labour reform bill that established policy allowing reprieve from after hour work emails, prompted some interesting ponderings about the ramifications of having access to technology 24/7. This invited an opportunity to reflect on the both its positives and negatives. Further advancement into study and research brought into consideration the notion of how artificial intelligence is a “tool [that] is directing the user” (O’Connell et al., 2021). Embedded algorithms are directly impacting upon search feeds and results, confirming and reinforcing user biases and preconceptions and also creating the opportunity for persuasion, influence and manipulation at the hands of big business and special interest groups (Orlowski, 2020).
Another interesting phenomenon prevailing in the information society is the pervasiveness of social media the rise of ‘celebrity’, where social technology platforms such as Facebook, Instagram and TikTok has given a voice to average citizens and along with it, the ability to influence a vast reach of people with what can be misinformation spouted, believed and existing as truth.
In an information society, regardless of who/what is driving technological change (the inhabitants of the landscape or the technology itself), teacher librarians exist as managers, creators, distributors and data processors of information. It is essential that the teacher librarian have an understanding of the broader information landscape in order to effectively guide, nurture and assist today’s 21st century learners in developing their skills and capacity to exist in a complex, dynamic and evolving informational world.
Understanding of the information landscape helps teacher librarians to view information with a critical eye, offering expertise in evaluating the validity and reliability of digital information accessible through a range of sources and formats. The constant questioning and assessment of underlying assumptions and hidden agendas potentially present within information helps to address problems around informational misunderstandings and misrepresentations. Equipping students with proficient research and critical literacy skills is imperative.
These students are “digital natives” who have not experienced a technology absent, digital-free world. It is important to be able to offer fair and equitable access to information and technology (eg. Internet), so students are able to participate and operate better within the established technological framework. Furthermore, the teacher librarian is also able to assist in reduce stress and anxiety when dealing with an overload of information (as well as misinformation).
References
Desjardins, J. (2019). How much data is generated each day? Visual Capitalist. https://www.visualcapitalist.com/how-much-data-is-generated-each-day/
Floridi, L. (2007). A look into the future impact of ICT on our lives. The Information Society, 23, 59-64. http://web.a.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=85db181f-aa54-430d-a0f9-9c95209a63c4%40sdc-v-sessmgr01
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
Orlowski, J. (Director). (2020). The social dilemma [Film]. Exposure Labs.