(DC Library, 2011)
Module 2 “The Information Environment” highlighted for me the many ways that information can be defined and exactly how complex it is in its nature. The Data Knowledge Continuum (Fitzgerald, 2017) reminded me of the education process in itself, where students could be sitting anywhere on that continuum at any point in time. We as teachers are endeavouring to help them navigate through by organising the data, building knowledge by understanding the information we are exposing them to and then using that knowledge to gain and show wisdom.
The importance that LIS (Library and Information Science) plays in the access of information and the three types of knowledge struck me in this module. We as Teacher Librarians need to see knowledge and information for the commodity that it is and ensure that what we provide our students with equal access to quality information. They will come to us with varying levels of “Individual Knowledge” and we need to give them the skills to discern when information has been twisted into misinformation and which has validity and credibility.
The inconsumable nature of information is going to affect many of our students in the form of their digital footprints that they are creating for themselves in a world where the digital environment is the key environment that they will live their lives.
After reading Cornelius (2004) I was challenged to come up with my own definition for Information, which is not the most simple of tasks. I believe that Information can be defined as the message we interpret from the data surrounding us which is processed through the filter of our own personal constructs.
Floridi (2007) was amazing in his ability to predict how the information landscape would change our lives. His concepts of the Infosphere, Reontologization and humans as Inforgs (connected informational organisms) are quite profound. We have students who have grown up in the infospherical blend of their online and off line worlds and know nothing else but this digitalised landscape. The Internet of Things (IOT) is in every aspect of our lives from the jewelry we wear, to our clothes, toys and books. The continual rate of change in technologies is expected by the students of today and denotes progress. There is always a new version coming next year.
Having access to information 24/7 has its negatives as well as benefits when studying this course.
On the plus side:
- We are connected constantly to the outside world for assistance and guidance in our study.
- This 24/7 connection allows us to study at our own pace (within reason) and our own place.
- We can set up our online community giving us a voice that in real life is sometimes harder to express.
On the negative side:
- Being able to see everyone else’s responses and thoughts (not necessarily correct) can influence our own process, stifling our imagination and creativity and introducing self-doubt.
- 24/7 connection can be isolating in that although we are connected through discussions they are not in real time and therefore can become onerous to catch up.
- Study is dependent on our ability to access quality internet and fast download.
Mosbergen (2016) reported on French legislation giving workers the right to disconnect from being available 24/7. We see this in schools where we now have email policies distributed to parents advising them that the teacher has three days to return an email and basically not to expect replies on the weekend. Wellbeing programs, teaching employees to meditate and disconnect, are becoming key components of the Workplace Health and Safety Policies of many of our most successful corporations. (Brockis, 2015) Go into any book store or newsagent and you are bombarded with Mindful Colouring in books to give us poor inforgs some respite from the intense infosphere we live in!
We are living in a world of AI (artificial intelligence) where the devices we use are directing our use of them. (Fitzgerald, 2017) Our search engines are tailoring our search results based on our search profiles which doesn’t allow for change. What we search for at work may not be the same as our social profile yet each will have an effect on the other. We are recommended sites due to algorithms based on our past searches. In a world where this is so much freedom of choice we are already being denied choice do to the categorisation of our past searches. A prime example of this is Netflix, which ask you to nominate five shows or movies you like and then it will put forward choices based on this selection. Each member of the household has to have their own account or they will lose the stream of shows that Netflix deems they would like. Every time we enter our profile email into a new device our past profile comes back to haunt us. Educating students of this digital footprint that they leave behind them is going to be paramount in preparing our students for the infosphere that is today’s world.
Brockis, Dr. J (2015) Future Brain. Australia: John Wiley & Sons Australia Ltd.
Cornelius, I. (2004). Information and its philosophy. Library Trends, 52(3), 377-386. CSU Library
DC Library (2011). Information Tsunami [image]. Retrieved March 8, 2017, from https://www.flickr.com/photos/63272100@N07/5831467772/in/photostream/
Fitzgerald, L. (2017). ETL401: Introduction to teacher librarianship: Module 2 [Supplemental material]. Retrieved from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_23912_1&content_id=_1380446_1
Floridi, L. (2007). A look into the future impact of ICT on our lives. The Information Society, 23, 59-64. CSU Library.
Mosbergen, D. (2016). French legislation suggests employees deserve the right to disconnect. The Huffington Post. Retrieved July 2016.