Information Society

We are in an ‘Information era’, whereby everyone’s’ life has and is being impacted, affected, determined, to some extent, by technology.

Webster (2002, p.8) gives us five definitions to consider when looking at the idea of information society. I would argue that it is difficult to rest easily on one definition as a clear explanation and that each offers its own part of the puzzle in understanding what we are dealing with. There is certainly a place for identifying the rate and nature of technological change to explain why we are now living in an information society. However, demand is strong. Is it not that this change is determined by the users who want bigger, better and faster? Are we living in the wired society that Evans and Naisbitt (Evans, 1979) suggested or more accurately (to meet an ever tech hungry audience), a wireless society? As an economical construct, an information society is clearly buoyed by industries who produce, distribute and process data. Libraries, along with galleries, archives and museums are strong examples of institutions that can perform all three processes outlined in this economic model. But this model does not offer a clear cut picture as to the true financial contributions that information industries afford the economy. As an educator I often hear that we are involved in teaching generations of children for jobs that don’t yet exist, that the employment landscape is evolving to meet the ever changing needs of an ever changing world. This really does take into account the fluid nature of the workforce and what jobs look like. I really like this idea of an Information society defined by a developing work environment. I feel that this occupational component sits well with the spatial aspect of growing information networks (which no doubt supports new and vastly different work possibilities) and shifting cultural expectations looking for choice in accessing information through different formats and delivery modes.

I can see how each definition Webster (2002, p.8) visits can come together to create a more holistic appreciation of an information society. That is:

An ‘information society’ is a society which sees demands for new and innovative technological change driven by cultural expectations that are becoming the norm, coupled with an ever evolving work landscape (occupational) that recognises not only the benefits of information networks connecting communities anywhere, time or place (spatial) but economic advantage.

Not forgetting this is a global phenomenon.

Teacher Librarians are considered to be information specialists (ASLA, 2014).  Embracing this information landscape with a keen understanding of the nuances involved ensures that teacher librarians are equipping themselves with the correct tools to successfully guide their students through the information highway. Assisting students to gather authentic information that is both manageable and from valued sources helps them navigate their research confidently. Also meeting students’ demands and providing choice in modes of receipt ensures that the library is current and appropriately caters to the needs of the school community. Preparing our students for an ever evolving technologically driven world so that they may make sense of ever increasing influx of information gives them power and control in order to be true digital citizens in our information society.

References

Australian School Library Association (2014) What is a teacher librarian? Retrieved from https://asla.org.au/what-is-a-teacher-librarian

Evans, C. (1979). The Mighty Micro: The Impact of the Microchip Revolution. London: Gollancz.

Naisbitt, J. (1984). Megatrends: Ten New Directions Transforming Our Lives. London: Future

Webster, F. (2014). Theories of the information society. [Routledge]. Retrieved from https://ebookcentral.proquest.com/lib/csuau/detail.action?docID=1656811