OLJ Task 2
Based on your exploration, try to summarise what you know and think about the influence of technology on society in general and specifically on organisations. What are some of the main points organisations need to consider that they may not have had to in the past?
The Information Age has seen a huge expansion on technology and communications and effects almost every aspect of our modern lives. It’s transformed how we communicate, socialise, access information, present information and has impacted our productivity and expectations. We both access and digest information quickly, and this convenience has impacted our expectations in relation to speed, simplicity and functionality.
Libraries in particular have an obligation to ensure that there are systems, processes and resources available that assist users and patrons in the effective use of technologies, in order to ensure that there is equal access to information. The planning and application of technology in the information services environment has transformed not just the way they physically function, but how they are used remotely. “Breaking the distance barrier, internet has emerged as a boon to information seekers as well as libraries. “(RemyS, 2018, p.1) Technology has forced libraries to re-examine their structures and traditional services and programs to design and implement automated services. With the shift to online functionality and mobile technologies, it’s imperative that information services provide the necessary support for all users, with varying skillsets, accessibility and time.
This change is a result of the shifting of our expectations. In line with our increased accessibility to information is the streamlining of online service provision and the speed with which our needs are met. Libraries need to adapt to stay relevant. Technology is constantly evolving, so libraries must respond to new user expectations and variations in behaviour. The National Library of Australia’s Digital Strategy 2023-2024 acknowledges that expectations of public institutions and their “reach and impact is based on its technology”. (National Library of Australia, 2022, p.6) As centres of public discourse and community representation, libraries hold a unique position in terms of sentiment, albeit with broad responsibilities, none more so than public information accessibility and education.
A new focus thus emerges where the physical design of the library must be re-examined in support of the technological use. A 2015 University of Melbourne report suggested that “recent scholarship has emphasized the co-constitutive relation between digital technology and urban space”. (McQuire 2008 cited by University of Melbourne, 2015). This is of particular concern for public libraries striving for a balance between meeting technological and information needs and connectivity; social encounters that facilitate ideas and discussion. Modern library design illustrates the way that technology has impacted how we use and service libraries that reflect user needs and expectations.
References
RemyS. (2018). A Study of Impact of Information and Communication Technology on Library Services. International Research: Journal of Library and Information Science, 8(1).
McQuire S. (2008). The media city. Media, Architecture and Urban Space. London, Sage/Theory, Culture and Society
National Library of Australia (2022) Digital Strategy 2023 – 2024. https://www.nla.gov.au/sites/default/files/2022-10/Digital%20Strategy.pdf
The University of Melbourne (2015) Public Libraries in a Digital Culture. The Research Unit in Public Cultures, School of Culture and Communication. https://arts.unimelb.edu.au/__data/assets/pdf_file/0005/1867865/PublicLibrariesinaDigitalCulture.pdf
ONLJ Task 8
Based on your examination of the resources and your own research, define what you believe to be essential knowledge, skills and attributes of an information professional in the digital era.
Developments in Information and Communication Technologies (ICTs) have had a profound impact on our lives and they way that we function and respond to one another. In turn, libraries and information organisations have responded by imbedding technology and ICTs into their service and program offerings as a way of addressing accessibility gaps and the digital divide that defines generations and socio-economic groups. Subsequently, attention has shifted to the digital skills of the information professional and the role that they play in the adoption of technology amongst patrons and user groups. Furthermore, this is true of information professionals themselves. A 2017 study that examined the digital skills of university librarians found that “occupational characteristics, job title, and work experience also have a strong influence on their level of digital literacy.” Walek (2018). This indicates a need to highlight and improve training and technology adoption amongst the professional group.
We know that the skills of information professionals correlate strongly with the acceptance of technology in libraries. Skills in digital literacy, leadership, communication and management help to “leverage the collaborative learning model of the library as a learning commons and the professional leadership of the librarian to address issues around digital literacy.” (Attahir, 2018, p.2). Information professionals must be leaders in adapting to and using new technology and mastering their use for information acquisition.
In order to meet user needs, information professionals require a superior skillset in ICT. Traditional librarian skills remain fundamental to the role, particularly when applied to the digital world. New focuses centre on:
- Managing digital resources and collections
- Digital preservation
- Data mining and working with metadata
- Digital security
- Transferable digital literacy skills (communication) needed for training and project management
In response, further and regular training in new technologies and programs will help to bridge the knowledge gap. The BIBLIO Project (Boosting Digital Skills and Competences for Librarians in Europe) in Europe is an interesting training platform, aimed at identifying skills gaps “by identifying specific existing or emerging sectors of labour market needs, and by enhancing the responsiveness of initial and continuing vocational education and training systems.” (Barbuti, Di Giorgio & Valentini, 2019, p.3) It highlights the need for a cyclical and imbedded training platform and addresses the need to look towards a future library model and skillset, rather than focusing on the role and skills of the librarian of the past.
References
Attahir, I. S. (2019). Digital literacy: Survival skill for librarians in the Digital Era. Information Impact, 9(4), 107-. https://doi.org/10.4314/iijikm.v9i4.10
Barbuti, N., Di Giorgio, S., & Valentini, A. (2019). The Project BIBLIO – Boosting Digital Skills and Competencies for Librarians in Europe: An Innovative Training Model for Creating Digital Librarian. The International Information & Library Review, 51(4), 300–304. https://doi.org/10.1080/10572317.2019.1669935
Walek, A. (2018). Is data management a new “digitisation”? A change of the role of librarians in the context of changing academic libraries’ tasks. Paper presented at: IFLA WLIC 2018 – Kuala Lumpur, Malaysia – Transform Libraries, Transform Societies in Session 139 – Education and Training, Science and Technology, and Continuing Professional Development and Work place Learning, Kuala Lumpur.
OLJ Task 12- Virtual and Augmented Reality
Write a post of 400 words that considers one advantage of the use of either VR or AR and one disadvantage. Discuss in relation to a library or information organisation.
The introduction of Virtual and Augmented Reality technologies into information organisations has in many ways been transformational to the way we engage and use information. There’s no doubt that it has improved accessibility of information, but further inspection encourages consideration of its specific merits and aspects that should encourage caution.
We’re well versed on the need for libraries and other information organisations to offer state of the art information technologies and the specialisation on their use. VR/AR can be considered different from other technological innovations though, it’s reliance on the emergence of mobile technology might indicate that it should be considered more of a medium or a tool, which might provide further insights into it’s best use. (Azuma, 1994).
The orientation and navigation of a library is one area where VY/AR has been used to great effect. Used in conjunction with mobile technologies, its ability to illustrate library information appeals to a wide variety of users at a minimal cost. This interactive technology has the power to engage users in a different way to the traditional realm of information services, and helps to attract new audiences. It also allows librarians to become “agents of change and will develop more interactive activities that pique the interest of more users to discover more from their respective libraries.” (Santos & Esposo-Betan, 2018, p.11). During the Covid-19 pandemic, many libraries adapted their orientation programs to connect users to programs and services that they could continue to access remotely. (Sureephong, Chernbumroong & Intawong et al, 2023). This advancement led to greater accessibility to digital collections, the generation of updated research tools, and establishment of an improved learning environments and information delivery for users.
Despite the benefits that VR/AR offers, orientation can help users to foster and develop relationships with library staff. Further to the advantages that VR/AR presents, there is the belief that these technologies can have real world implications on information professionals, and the role that they play in the information and knowledge environment. Information professionals focus strongly on attracting new visitors to their organisations. The threat of ‘situational interest’ is valid. “Situational interest occurs when there is a gap between patrons’ existing knowledge and the knowledge they need to acquire. Once the need for knowledge is met, situational interest naturally decreases.” (Sureephong, Chernbumroong & Intawong et al, 2023, p.3) This impedes repeat visitation and the information professional’s ability to form ongoing relationships and engagement with patrons.
VR/AR presents vast opportunities for libraries, provided information professionals regard the technology as a tool on which to advance and extend service delivery, rather than a way to replace information delivery.
References
Azuma, R. T. (1997). A survey of augmented reality. Teleoperators and Virtual Environments, 6(4), p. 355-385. Retrieved from http://www.cs.unc.edu/~azuma/ARpresence.pdf
Santos, J. F., & Esposo-Betan, S. M. (2018). Advantages and challenges of using augmented reality for library orientations in an academic/research library setting. Proceedings of the IATUL Conferences. Paper 7. https://docs.lib.purdue.edu/iatul/2017/challenges/7
Sureephong, P., Chernbumroong, S., Intawong, K., Jansukpum, K., Wongwan, N., & Puritat, K. (2023). The effect of virtual reality on knowledge acquisition and situational interest regarding library orientation in the time of Covid-19. The Journal of Academic Librarianship, 49(6), 102789-. https://doi.org/10.1016/j.acalib.2023.102789
OLJ Extended Post
Social Media and Misinformation
Libraries have long been revered by our communities as the most principled of institutions, upholders of democracy, trust, information and truth. Information professionals themselves are seen as the gatekeepers of the information world. Libraries in all their forms have evolved constantly, but more particularly in the last 30 years as they have transformed into the wide ranging and varied resources of today, striving to meet the ever changing and broad scope of information and services expected of our diverse communities. More recently the conventional standing of libraries within that realm of a democratic society has been endangered, as the world responds to an epidemic of fake news and unproven, unchallenged and unsupported information that the internet and social media in particular offers in endless abounds. Libraries and other information organisations are one resource that can engage the unique skillsets of information professionals to help communities and individuals educate themselves to identify and challenge misinformation that can alter their worldview and their perception of the issues that around them.
Social media has in particular been a primary purveyor of misinformation. With a lack of information gatekeepers, the realm of social media transcends borders and existing belief and social systems. Opponents “decry the use of social media as a source of information, specifically news, and some find the “social function of online news-sharing” antithetical to librarianship”. (Sullivan 2019, p.2). Effectively, social media provides insight and news that cater to existing beliefs and opinions without exploring a story or topic as a whole. Information within our networks is endowed with increased issue relevance, meaning that the opinions of an online community of friends can trump fact or legitimacy. (Sullivan, 2019). This puts it at odds with librarianship and the responsibilities upheld by information professionals and their advocacy for access to good information, tested information and information literacy skillsets that help individuals to analyse material. As it facilitates the distribution of un-challenged and unverified information it makes it difficult for social media users to decipher the origin of the information and whether it is trustworthy. (De Paor & Heravi, 2020).
The impact that misinformation has on the world is substantial, as evidenced by “the World Economic Forum’s recent decision to list misinformation as one of the top 10 significant issues facing the world, and the decision by the Bulletin of Atomic Scientists to push the Doomsday Clock closer to midnight in response to the emergence of disinformation campaigns.” (Young, Boyd, Yefimova et al. 2021, p.2). Just like regimes globally remove individual rights and access to information and a voice, misinformation has the power to confine our worldview and eliminate influences and information that are not convenient to it. Social media feeds are filled with manipulative content, designed to persuade individuals and limits their ability to develop informed and educated opinions. Zhou and Zhang predicted this development in 2007, observing the rise of Facebook and a wider social media impact on information delivery, “with the growing use of Internet and ubiquitous information access, misinformation is pervasive on the Internet and disseminated through online communication media, which could lead to serious consequences for individuals, organizations, and/or the entire society at large”. (Zhou & Zhang, 2007, p.1).
Having a sound understanding of what misinformation is, is crucial for evaluating our information world and this is where information professionals can play an important role, particularly pertaining to the political aspects of the digital divide that exists within our communities. Information professionals are in a position to deliver programs and services that address widespread information literacy gaps. Professionally, the prioritisation of programs in “information literacy as a necessary part of their techno-cognition approach to the problems of a post-truth era” is a way of reducing the social divide. (Sullivan, 2019, p.1) The United Nations endorsed their confidence in the role of libraries in addressing all 17 of their stated Sustainable Development Goals, based largely on the key role that libraries and information professionals play in the knowledge society. (Msauki, 2021). The UN acknowledges that the goals are integrated, implying that action and development in one area can affect the success of another goal. This in turn makes libraries and information professionals a powerful tool in building a technologically literate and sustainable world.
Libraries and information professionals have long addressed the need for accessibility to information, it’s at the core of the work they do. Referred to as a “public sphere institution” (Henningsen, Audunson, Aabø et al, 2018, p.1), a primary service of the library is social inclusion and access to information. Skills in analysing information to understand its intention is an important aspect of a well-designed library program, that is built to address community concern and adapt behaviours related to the dissemination of information and the wider media landscape. This in turn has led to new and evolving professional standards across the sector. In the US, the Association of College and Research Libraries (ACRL) has evolved their policy framework from Information Literacy Standards towards an adopted Framework for Information Literacy, stating that “the dynamic and often uncertain information ecosystem in which all of us work and live, require new attention to be focused on foundational ideas about that ecosystem”. (Becker, 2017, p.4). This ecosystem refers to a broad spectrum of skillsets including digital literacy, critical and analytical thinking, teaching, including technical and instructional teaching and adaptability amongst many more. Social media is central to this system, as is the knowledge of how individuals’ access and digest their news. Closer to home, James Neal at the 2017 ALIA conference at University of Sydney defined information professionals as “ready to learn; and virtuous, radically collaborative and always working in the public interest.” (Neal, 2017). This underlines an awareness of the skills and attributes that information professionals need to offer the communities they serve. However, the gap between wanting to do something and having the skillset and structures to do so is often vast.
Whilst we can argue that libraries and other information organisations have been combatting misinformation for decades, there is also an argument that we can better address misinformation directly, with greater emphasis on newer frameworks for educating on information programming. And while there remains debate regarding the best way to offer improved programs, there is little pushback on the information professional and general library sector being the right avenue for delivery.
References
Becker, B. (2017) The Librarian’s Information World. Behavioural & Social Sciences Librarian, Vol.35 (4), p.188-191. https://doi.org/10.1080/01639269.2016.1284525
De Paor, S. and Heravi. B. (2020). Information literacy and fake news: How the field of librarianship can help combat the epidemic of fake news. The Journal of Academic Librarianship, 46(5). https://doi.org/10.1016/j.acalib.2020.102218
Henningsen, E., Andresen, H., Audunson, R., Fagerlid, C., Henningsen, E., Hobohm, H.-C., Jochumsen, H., Larsen, H., & Vold, T. (2020). Libraries, Archives and Museums as Democratic Spaces in a Digital Age. De Gruyter. https://doi.org/10.1515/9783110636628
Msauki, G. (2021) Library 4.0 and sustainable development: Opportunities and challenges. In, J. P. Chigwada & N. M. (Eds.), Examining the Impact of Industry 4.0 on Academic Libraries. Emerald Publishing Limited.
Neal, J. (2017, February) The 21st Century Information Professional: Chaos Breeds Life! ALIA Information Online 2017 Sydney, 13-17 February 2017. https://read.alia.org.au/alia-information-online-2019-conference-program
Sullivan, C. (2019) Leveraging library trust to combat misinformation on social media. Library & information science research, 2019, Vol.41 (1), p.2-10. https://doi.org/10.1016/j.lisr.2019.02.004
Young, J., Boyd, B., Yefimova, K., et al. (2021) The role of libraries in misinformation programming: A research agenda. Journal of Librarianship and Information Science, Vol. 53(4) 539–550. https://doi.org/10.1177/0961000620966650
Zhou, L., & Zhang, D. (2007). An Ontology-Supported Misinformation Model: Toward a Digital Misinformation Library. IEEE Transactions on Systems, Man and Cybernetics. Part A, Systems and Humans, 37(5), 804–813. https://doi.org/10.1109/TSMCA.2007.902648
Final Reflection
When asked to reflect on my learnings and the implications of my studies, particularly when considering the world of social media, the temptation not to go broad and relate my experience to all aspects of my life can be challenging. Social media is a considerable part of us, infiltrating many facets of our professional, personal, social and political lives. However, like many industries, the information services sector has witnessed massive transformations in the way that it manages, uses and delivers information. Social media in particular has influenced the way that users communicate and stay informed with libraries and the wider GLAM sector. In exchange, it has provided the sector with a platform to market their organisations and promote their work and events.
As a disclaimer, I use social media sporadically. I’ve never been an early adopter of anything technological, in fact I usually cave in just so I don’t get left behind. I use Facebook, Instagram and LinkedIn because I feel that it’s ‘unsociable’ for me not too, not because I enjoy using these platforms. Or this is what I thought. Over the last ten weeks or so of study, I have been more aware of both my personal usage and how I use it to access information on other organisations. I’ve been more observant of how we use language online, how it’s changed/changing the way we communicate with one another and how it’s created generational divides amongst us. It’s also got me thinking about how we can use it to connect our communities and promote our work in the information sector. The up to date and timely nature of social media makes it the most effective tool in reaching an engaged audience and having a level of control over the narrative previously unmatched by other marketing and communications channels.
Social media I have learned, can be a terrific tool for cultural and social awareness. Knowledge gaps that exist in our immediate real-life communities can be explored in the online social world, opening up our understanding and appreciation for things foreign to us. (Hou, Komlodi, Lutter et al, 2015, p.3). These learnings and the impact that social media can have on us can relieve biases and create avenues for change and acceptance, particularly in young people. In this sense, social media has the power to be a great change maker, and that’s an exciting and welcome prospect.
What remains are my ethical concerns of social media usage and how we maintain privacy and safe online spaces for users. These are fundamental concerns for the wider information services sector. The reputational protection of the sector is paramount, as we work to combat the war on misinformation, the importance of libraries in particular being seen as safe spaces, offering access, education and counsel on the information world is crucial to their survival.
Another ongoing concern is appropriateness of social media as a news source. This week Olga Boichak at The Age addressed concerns regarding war related content on social media, she commented “changes in consumption patterns – how and where we access the news, the format it takes and the ages at which we begin engaging with it – means that whether deliberate or accidental, being exposed to war-related content on social media is now almost inevitable.” (Boichak, Jan 16 2024) I admit, I do have difficulty reconciling the relationship between such content and the way that social media is used, as a primary news source for many people. The lack of fact checking and verification processes found on social media means that it is rife with exaggerated and manipulated information. Having a better grasp of the appropriate use of social media and advocacy for information literacy is a serious consideration for me as I move into this professional sector. The last few months of this subject has cemented my belief that this is the single biggest impact modern librarianship will have on society, particularly for the coming generation.
Assessment 1
A1 gave us some poetic licence to create a social media proposal for our chosen organisation. The proposition was interesting enough, and as I delved deeper into the proposal creation, I found, I suspect like everyone else, that it was getting more complex the further I went. I think that because we all tend to use social media to some extent, it’s easy to underestimate how difficult it can be to design language and content that attracts a target audience. I found value in exploring the various platforms to determine which would be suitable for the organisation and proposed audience. But it was the consideration of barriers and risks that really challenged me and made me question how to utilise social media to its best advantage, and responsibly.
Online Learning Journals
I took great delight in reading others journal entries, and making them accessible through the Facebook page made it easy. The comments were an added bonus, I appreciated the helpful and inquisitive tone of the group, the conversation it generated, as it largely replaced the Discussion tab on the Interact site. Topics were diverse and the large group made for a vast realm of opinions and thoughts, which added another layer of depth and insight to the subject readings. As we moved through the modules and discussion prompts, opinions and feedback became more varied as our personal social media usage and knowledge began to impact our opinions, and sometimes demonstrated our own biases towards these platforms. Back in December, student Luc Land asked the question, “Do you consider YouTube to be a social media site?” I followed the answers and responded myself, but the questions made me re-evaluate what I thought social media really is.
I value the practical nature of this subject, as I have acquired an analytical skillset that I hope will not just serve me well in my future career, but the many library patrons that I hope to pass on my learnings and skills to, as we all navigate the online and social media worlds of the future. It is my resolution to engage more closely with social media and enjoy the many possibilities it offers, and combat the dubious elements with an awareness and with the digital literacy skills that I will continue to invest in.
References
Boichak, O. (2024, Jan 16). Disturbing content is the new social media norm, and with it a war of misinformation. The Age. https://www.theage.com.au/world/middle-east/disturbing-content-is-the-new-social-media-norm-and-with-it-a-war-of-misinformation-20240115-p5exbr.html
Hou, W., Komlodi, A., Lutters, W., Hercegfi, K., Preece, J. J., & Druin, A. J. (2015). Supporting children’s online identity in international communities. Behaviour & Information Technology, 34(4), 375–391. https://doi.org/10.1080/0144929X.2014.948490
