Trista's Online Learning Journal

The course INF506 “social networking for information professional” has strengthened my basic understanding of social media from different perspectives. The course highlighted the development of Web 2.0 technologies that drive change and creates new possibilities. The change leads us to be aware of and to discuss more about the issues such as misinformation that have resulted from social media use. The change also influences the development of Library 2.0 that encourages information professions to find new ways to connect with their users. The course also highlighted the future trends of new technologies, especially its impact on library services.

Through this course, I had the opportunity to explore and understand more about the issues that have resulted from social media use, which cover various topics such as privacy and security, copyright and ethical use, inclusiveness and diversity, digital identity, and misinformation. Among all these topics, what drive my attention is misinformation on social media. In the individual level, social media affects the way that we connect with each other. We usually receive and share news and information on YouTube, Facebook, Twitter, Instagram. Before studying this course, I did not aware of the problem of misinformation on social media platforms. However, after studying this course, I found that the spread of misinformation happens often in our everyday lives and has become a very complex issue which is not easy to tackle. Misinformation is not a new problem and has existed for as long as information have, propagated through word-of-mouth, pamphlets and newspapers and now, amplified in both speed and spread through Web 2.0 technologies (Southwell et al., 2017, p. 372). It is a problem related to various factors such as culture, low digital literacy, preexisting beliefs and distrust of expertise, authority and traditional media. Therefore, misinformation has emerged as major public issue, especially during the COVID-19 pandemic. Vaccine misinformation has become a big issue. Through reading more research articles and online learning journals of my fellow students about misinformation, I discovered more about library anti-misinformation practices and fact-checking policies and practices from social media platforms (YouTube, Facebook, Twitter) to combat misinformation. However, those fact-checking policies and practices are vague and subjective and thus cannot effectively combat misinformation and give rise to the concerns about censorship that infringe the freedom of expression (Cotter et al., 2022, p. 1). Therefore, more research regarding the most effective approaches for combating misinformation need to be made in order to help libraries, governments, social media platforms and fact-checking organisations to make improvements on designing those policies and practices. Effective anti-misinformation policies and practices should strike a balance to protect intellectual freedom while offering reliable information to users. This course has raised my awareness on the issue of misinformation. As a social networker, we have the responsibility to beware of the accuracy of the information and thus can help in minimizing the spread of misinformation on social media.

Another important aspect of this course that I enjoy most is about the concept of Library 2.0 which means the adoption of Web 2.0 technologies in libraries. As I am working in a small-scale academic library without using social media platforms, I found that the implementation of Web 2.0 technologies and their use in academic libraries is very useful and inspiring. Besides, the video from TEDx talk of Laura Cole about the Re-Imagined Public Library: Where Will it Find You? offers a fascinating glimpse of an all-digital public library, BiblioTech. This example reminds me the idea of “library without walls” which has become a reality through the adoption of Web 2.0 technologies. This video also reminds me the importance of change. The role of library and librarian need to change to continue to stay current and relevant (Joe, 2021, p. 1758). Therefore, library professionals need to keep updating their skills and expertise to cope with new challenges.

Moreover, this course offered me an opportunity to write a social media proposal for an internal Information Literacy working group in an academic library. For me, writing a proposal is very challenging but meaningful. I have learnt a lot through exploring social media options and proposing a suggested approach that enable the group members to share ideas and documents on social media. Finally, I chose Facebook, and I created a trial private Facebook page for the group members to share ideas and other good resources on the internet. That can facilitate more knowledge sharing and help them enhance their professional knowledge in information literacy. A successful social media proposal also needs to consider a wide range of things including the implementation plan, the processes that may be involved, possible barriers that may be encountered such as lack of time and staff resources to maintain the Facebook page, and some strategies for ongoing evaluation. Therefore, this course has enabled me to understand more about writing a proposal to implement Web 2.0 technologies in libraries.

Finally, the course has offered me with fascinating insights into future trends of new technologies that can implement in libraries to enhance their existing services or implement new services. For example, advanced technologies such as virtual reality (VR), augmented reality (AR) and mixed reality (MR) can be adopted to enhance existing library services such as information literacy trainings and library virtual tour which can attract more patrons to join (Hussain, 2020, p. 18). Advanced technologies undeniably bring many changes and challenges for the roles and responsibilities of information professionals. We need to find ways to perform life-long learning of the knowledge of new software and new technologies. For example, implementation of new library system brings new challenges as well as new opportunities to learn how to operate the new library system to improve library operation. Therefore, through this course, I have realised the need to embrace change and new opportunities to learn new knowledge.

Word count: 944

Reference

Cole, L. (2016, April 15). The re-imagined public library: Where will it find you? [Video]. YouTube. https://www.youtube.com/watch?v=PnYDl66YfQ0

Cotter, K., DeCook, J. R., & Kanthawala, S. (2022). Fact-checking the crisis: COVID-19, infodemics, and the platformization of truth. Social Media + Society. https://doi.org/10.1177/20563051211069048.

Hussain, A. (2020). Cutting edge: Technology’s impact on library services. In J. Jesubright, & P. Saravanan (Eds.), Innovations in the designing and marketing of information services (pp. 16-27). IGI Global. https://doi-org.ezproxy.csu.edu.au/10.4018/978-1-7998-1482-5.ch002.

Joe, J. A. (2021). Modernizing the academic library. In M. Khosrow-Pour D.B.A. (Eds.), Encyclopedia of information science and technology (5th ed.) (pp. 1757-1766). IGI Global. https://doi-org.ezproxy.csu.edu.au/10.4018/978-1-7998-3479-3.ch121.

Southwell, B. G., Thorson, E. A., & Sheble, L. (2017). The persistence and peril of misinformation. American Scientist, 105(6), 372-375. https://ezproxy.csu.edu.au/login?url=https://www.proquest.com/scholarly-journals/persistence-peril-misinformation/docview/1990790031/se-2?accountid=10344.

Introduction

With the emergence of Web 2.0 technologies, libraries are increasingly using social media as a marketing tool to promote library services and events and highlight resources to patrons. Due to the interactive nature of social media, libraries also use social media as a communication tool to engage with patrons. Although social media has brought new opportunities for libraries to improve their services, it also brings new challenges to libraries such as the spread of misinformation in social media. This post explores the nature of misinformation including its causes and consequences. The post also explores the role of libraries and common practices in combating misinformation and examines the problems with the practices and possible solutions.

 What is misinformation?

Misinformation is not a new problem and has probably existed for thousands of years since the dawn of human history and therefore has become an inevitable part of our society (Southwell et al., 2017, p. 372; Komendantova et al., 2021, p. 2). Misinformation is defined as untrue or inaccurate information such as unsubstantiated claims, rumors, and conspiracy theories (Wu et al., 2019, p. 81-82; Cotter et al., 2022, p. 2). Misinformation usually refers to when people unintentionally share inaccurate misleading information (Wu et al., 2019, p. 81-82; Rubin, 2019, p. 1013). Misinformation can also be categorized as information that is incomplete, uncertain, vague, or ambiguous (Cooke, 2017, p. 213). However, misinformation can still be accurate, true, and informative depending on the context (Cooke, 2017, p. 213).

 Causes of misinformation

There are several reasons making misinformation is so widespread. The first reason is lack of education on information literacy skills (Sullivan, 2019a, p. 93). People are more likely to fall for misinformation due to their inability to assess the credibility of information (Sullivan, 2019a, p. 94). Another reason is loss of trust in expertise, authority and mainstream media, causing people to question facts, journalistic integrity, scholarly methods, and reliable information sources including experts (Sullivan, 2019a, p. 94; Gibson & Jacobson, 2018, p. 191). In this post-truth era, people tend to believe information that appeals to emotions or existing personal beliefs (Cooke, 2017, p. 212). Therefore, combining with post-truth, lack of information literacy education and distrust of expertise and traditional media, it is no wonder that misinformation is so widespread.

Consequences of misinformation

The spread of misinformation on social media has powerful and negative impacts on the society. One major impact is that misinformation might lead people to hold misperceptions, especially when misperceptions occur among large groups of people, that may have negative consequences for health, social harmony, and political life (Southwell et al., 2017, p. 372). For example, anti-vaccine controversies concerning vaccine safety are vigorously circulating on social media, leading upsurge in vaccine hesitancy among community members. The anti-vaccine behaviors among community due to vaccine misinformation might potentially hamper the COVID-19 vaccine program (Ullah et al., 2021, p. 96). That might have serious consequence for the health of citizens, especially the old people and kids.

Role of libraries in combating misinformation

Libraries have the potential to play a role in combating misinformation by providing access to trustworthy information and education about misinformation and digital literacy to the public. American Library Association (ALA) have released resolutions addressing growing concerns of the spread of false information and affirming the role of libraries in providing sources of accurate information, teaching information literacy skills and educating the public about misinformation and its harms (American Library Association, 2005, 2017). Traditionally, libraries play an important role in the provision of quality information and information services. Librarians are engaged in providing information literacy skills training that enable users to locate proven and reliable information (Yerbury & Henninger, 2020, p. 168). Therefore, libraries can play an active role in combating misinformation through providing access to accurate information and community education about misinformation and digital literacy.

Library anti-misinformation practices and its problems and solutions

Over the past several years, libraries have tried to respond to the problem of misinformation by taking a wide range of practices. However, these practices may not be particularly effective in combatting misinformation as there are numerous problems with the practices. Libraries therefore need to re-examine their practices and find solutions to the problems.

One common practice is building websites or online guides which provide information and online resources from the third parties such as fact-checking sites to help the public to recognize fake news and misinformation (Herrero-Diz & López-Rufino, 2021, p. 3). For instance, many library guides include a checklist which provides some tips on spotting fake news. The checklist derives from a 2016 FactCheck.org article called “How to spot fake news”. However, many of the guides look like carbon copies of one another. Although the guides provide some useful information about misinformation, they could include outdated information that overlook major features of contemporary fake news (Sullivan, 2019b, p. 1148). Besides, it is problematic to recommend fact-checking sites as they are not trustworthy and authoritative sources (Sullivan, 2019b, p. 1148). The possible solution to this problem is that librarians should regularly revise their research guides and checklists by removing those outdated recommendations that no longer reflect misinformation (Sullivan, 2019a, p. 105). Besides, librarians should evaluate the content of websites independently, which requires context or some domain knowledge (Sullivan, 2019a, p. 105). Therefore, the development of tools and training is essential for librarians to help them keep up-to-date on relevant misinformation (Young et al., 2021, p. 539).

Another common practice is teaching news, media and information literacy to find, evaluate, and use information effectively (Young et al., 2021, p. 540). Some libraries teach how to detect misinformation, distinguish advertisements, opinions, and reported news, or facts and conspiracies (Sullivan, 2019a, p. 98). However, focusing only on these forms of literacy to build skills to recognize misinformation was insufficient (Young et al., 2021, p. 543). Besides, it is difficult for librarians to tackle the topic of misinformation alone as they are vague about the nature of the problem. Although they can perform scholarly research on misinformation, they lack the time, resources or expertise to determine the best approach to address misinformation (Young et al., 2021, p. 545). The possible solution to this problem is that librarians need collaborations with misinformation scholars who can provide expertise and effective approaches about misinformation programming (Young et al., 2021, p. 545). Besides, it is important to develop effective community education programmes to educate the public about this emerging issue (Herrero-Diz & López-Rufino, 2021, p. 3; Young et al., 2021). Moreover, more research regarding the most effective approaches for misinformation programming is needed to help librarians overcome barriers and design effective misinformation programming (Young et al., 2021, p. 543).

Conclusion

Libraries have potential to play a role in the fight against misinformation but are not at the forefront. Misinformation is a very controversial and complex issue and arise from the erosion of trust in or deficient understanding of expertise and traditional media. Libraries need to build more partnerships with interdisciplinary teams of scholars which can help libraries to explore this complex issue and thus to more effectively combat misinformation.

Word count: 1015

Reference

American Library Association. (2005). Resolution on disinformation, media manipulation & the destruction of public information. Progressive Librarians, 26, 68-69. http://www.progressivelibrariansguild. org/PL/PL26/068.pdf

American Library Association. (2017, January 24). Resolution on access to accurate Information. https://www.ala.org/advocacy/intfreedom/statementspols/ifresolutions/accurateinformation

Cooke, N. A. (2017). Posttruth, truthiness, and alternative facts: Information behavior and critical information consumption for a new age. Library Quarterly, 87(3), 211–221. https://doi.org/10.1086/692298

Cotter, K., DeCook, J. R., & Kanthawala, S. (2022). Fact-checking the crisis: COVID-19, infodemics, and the platformization of truth. Social Media + Society. https://doi.org/10.1177/20563051211069048.

Gibson, C., & Jacobson T. E. (2018). Habits of mind in an uncertain information world. Reference & User Services Quarterly, 57(3), 183–192. https://doi-org.ezproxy.csu.edu.au/10.5860/rusq.57.3.6603

Herrero-Diz, P., & López-Rufino, C. (2021). Libraries fight disinformation: An analysis of online practices to help users’ generations in spotting fake news. Societies, 11(4), 1-11. https://doi.org/10.3390/soc11040133.

Komendantova, N., Ekenberg, L., Svahn, M., Larsson, A., Shah, S. I. H., Glinos, M., Koulolias, V., & Danielson, M. (2021). A value-driven approach to addressing misinformation in social media. Humanities and Social Sciences Communications, 8(1), 1-12. https://doi.org/10.1057/s41599-020-00702-9.

Rubin, V. L. (2019). Disinformation and misinformation triangle. Journal of Documentation, 75(5), 1013–1034. https://doi.org/10.1108/JD-12-2018-0209.

Southwell, B. G., Thorson, E. A., & Sheble, L. (2017). The persistence and peril of misinformation. American Scientist, 105(6), 372-375. https://ezproxy.csu.edu.au/login?url=https://www.proquest.com/scholarly-journals/persistence-peril-misinformation/docview/1990790031/se-2?accountid=10344.

Sullivan, M. C. (2019a). Libraries and fake news: What’s the problem? what’s the plan?. Communications in Information Literacy, 13(1), 91-113. https://doi.org/10.15760/comminfolit.2019.13.1.7

Sullivan, M. C. (2019b). Why librarians can’t fight fake news. Journal of Librarianship and Information Science, 51(4), 1146–1156. https://doi.org/10.1177/0961000618764258

Ullah, I., Khan, K. S., Tahir, M. J., Ahmed, A., & Harapan, H. (2021). Myths and conspiracy theories on vaccines and COVID-19: Potential effect on global vaccine refusals [Mitos, teorías conspiratorias y COVID-19: efecto potencial en los rechazos globales a la vacunación]. Vacunas (English Edition), 22(2), 93–97. https://doi.org/10.1016/j.vacune.2021.01.009

Wu, L., Morstatter, F., Carley, K. M., & Liu, H. (2019). Misinformation in social media: Definition, manipulation, and detection. SIGKDD Explorations, 21(1), 80–90. https://dl-acm-org.ezproxy.csu.edu.au/doi/pdf/10.1145%2F3373464.3373475.

Yerbury, H., & Henninger, M. (2020). Libraries and democracy: complementarity in a regime of truth. In S. Goldstein (Ed.), Informed societies: why information literacy matters for citizenship, participation and democracy (pp. 165-180). Facet Publishing.

Young, J. C., Boyd, B., Yefimova, K., Wedlake, S., Coward, C., & Hapel, R. (2021). The role of libraries in misinformation programming: A research agenda. Journal of Librarianship and Information Science, 53(4), 539–550. https://doi.org/10.1177/0961000620966650.

Technology undeniably drives a number of changes and creates many new possibilities for academic libraries to improve their library services. In the future, as more new technologies emerge and become affordable, academic libraries have greater potential to adopt more new technological tools to enhance their existing services or implement new services in order to satisfy the ever-changing needs and demands of users.

In terms of boosting existing services, streaming media services can replace DVD borrowing service as this streaming service is very convenient for library users to watch movies and television programmes through their library account anywhere. They can stream ten films or episode per month through this technology (Hussain, 2020, p. 22). Besides, library can enhance printing, copying, and scanning services by providing cloud-based services which can facilitate patrons to use their smart phones, tablets and laptop to print, copy, and scan their work (Hussain, 2020, p. 22).

Moreover, advanced technologies such as robot technology, virtual reality (VR), augmented reality (AR) and mixed reality (MR) can be adopted to enhance library services such as information literacy training/workshops and library virtual tour which can attract more patrons to join (Hussain, 2020, p. 18). By incorporating AR in teaching library skills, users’ learning performance can be enhanced since it can help increase the users’ understanding more than traditional instruction of the librarian (Krippendorff, 2018; Okunlaya et al., 2020, p. 996).

Furthermore, by adopting mobile apps in library services, users can get access to online services including searching library catalogue, managing their library account, renewing and reserving books, downloading e-books and get notification of what new resources, services and facilities are available at library (Hussain, 2020, p. 19).

In terms of the new services, since our institute is offering a range of new programmes related to design, creative technology, film and media production, library can offer a new service called Library makerspace that provides a wide range of resources and tools such as computers, 3D printers, audio and video editing tools, and traditional arts and crafts supplies which allow library users to create intellectual and physical materials such as short films by implementing their intellectual skills (Hussain, 2020, p. 20). For 3D printing, library can provide access to appropriate modelling software along with staff support (Hussain, 2020, p. 19).

Emerging technologies undeniably bring many changes and challenges for the role and responsibility of library professionals. Therefore, we need to find ways to keep learning the knowledge of new software and new technologies through attending courses, workshops, conferences and other professional development programs (Wenborn, 2018). Besides, learning from colleague or taking free online courses are helpful for professional development (Wenborn, 2018).

Reference

Hussain, A. (2020). Cutting edge: Technology’s impact on library services. In J. Jesubright, & P. Saravanan (Eds.), Innovations in the designing and marketing of information services (pp. 16-27). IGI Global. https://doi-org.ezproxy.csu.edu.au/10.4018/978-1-7998-1482-5.ch002.

Krippendorff, K. (2018). Content analysis: An introduction to its methodology. Sage Publications.

Okunlaya, R., Syed Abdullah, N., Alias, R. A. (2020). Augmented reality in library services: A panacea to achieving education and learning 4.0. In F. Saeed, F. Mohammed, N. Gazem (Eds.), Emerging trends in Intelligent Computing and Informatics (pp. 991-998). https://doi-org.ezproxy.csu.edu.au/10.1007/978-3-030-33582-3_93.

Wenborn, C. (2018, April 13). 4 Professional Development Tips for Busy Librarians. https://www.wiley.com/network/librarians/library-impact/4-professional-development-tips-for-busy-librarians.

 

Over time, the concept of information literacy has changed drastically due to advances in technology. “Digital literacy” has emerged as one of the extensions of the concept of information literacy (Li et al., 2021, p. 4196). As the society is moving to digital age, new definitions of digital literacy are evolving which include how to access information in digital formats, and how to critically evaluate online information and use it appropriately (Ondari-Okemwa, 2016). According to Buckingham (2007), digital literacy needs to include a broader understanding of the socio-economic contexts underpinning how information is accessed, used and produced in the digital age (p. 45). Therefore, it is more challenging for people to evaluate the online information and identify which information is true or false.

In fact, education can play a pivotal role in reducing the spread of fake news via social media. According to Rampersad & Althiyabi (2020), education is an important factor that can decrease the dissemination and acceptance of fake news since increasing education can improve an individual’s digital literacy skill, and thus an individual will be less likely to accept or spread fake news without any critical evaluation and confirmation regarding the source of the news (p. 9). Therefore, to lessen the spread and acceptance of false information, education is essential to help users build digital literacy skills via organising media and news literacy workshops that bring fact-checkers and interested citizens with journalists together (Komendantova et al., 2021, p. 11). Media and digital literacy classes should also be introduced into the school curriculum to equip students with critical thinking skills with evolving technologies (Komendantova et al., 2021, p. 11).

Digital literacy has become increasingly important for library professionals due to technological advancement in information and communication technologies (ICT). Many public and academic libraries have started to use social media such as Facebook to communicate with users and to promote new collections and events. Therefore, to enhance their job performance, library professionals need to keep updating themselves with digital literacy skills through various ways such as attending seminars and workshop, and IT programmes (Agim & Azolo, 2021, p. 15). Library management should also offer training programmes for their library staff to upgrade their digital literacy skills. Furthermore, government should provide public and academic libraries with sufficient funds for ICT infrastructure and training facilities for their staff (Agim & Azolo, 2021, p. 15).

Reference

Agim, E. C., & Azolo, E. M. (2021). digital literacy and job performance of 21st century library staff in Imo State. Library Research Journal, 4(1), 15–26. Retrieved from https://journals.unizik.edu.ng/index.php/lrj/article/view/547

Buckingham, D. (2007). Digital media literacies: Rethinking media education in the age of the internet. Research in Comparative and International Education, 2(1), 43–55. https://doi.org/10.2304/rcie.2007.2.1.43

Komendantova, N., Ekenberg, L., Svahn, M., Larsson, A., Shah, S. I. H., Glinos, M., Koulolias, V., & Danielson, M. (2021). A value-driven approach to addressing misinformation in social media. Humanities and Social Sciences Communications, 8(1), 1-12.

Li, Y., Chen, Y., & Wang, Q. (2021). Evolution and diffusion of information literacy topics. Scientometrics 126, 4195–4224. https://doi.org/10.1007/s11192-021-03925-y

Ondari-Okemwa, E. (2016). Developing digital information literacy at institutions of higher learning in sub-saharan Africa: Opportunities and challenges. Standing Conference of Eastern, Central and Southern Africa Library and Information Associations (SCECSAL), 1-20.

Rampersad, G., & Althiyabi, T. (2020). Fake news: Acceptance by demographics and culture on social media. Journal of Information Technology & Politics, 17(1), 1-11. https://doi.org/10.1080/19331681.2019.1686676

Augmented reality (AR) has become increasingly popular in libraries. Many libraries have started to employ AR technology to enhance their library services. AR technology refers to “a digital means of mixing real and virtual environments by adding digital layers to the physical world” (Reynolds et al., 2020, p. 503). In terms of advantage, because of the immersive nature of AR technology, it can enhance user learning and engagement in an exciting and innovative way (Reynolds et al., 2020, p. 503; Hannah et al., 2019, p. 279). For example, the video below shows a library user how to find a book at the library with an app that employing AR technology (Rose, 2019). The user searches the book she needs first in the app and then moves through the space with her smartphone. The app provides a series of prompts that directs her where to scan QR code and find the book. Therefore, with the use of AR technology, users can acquire knowledge about how to locate a book on the shelves that can help them to build a sense of engagement.

In terms of disadvantage, while AR technology is still evolving, it requires a considerable amount of time, cost, staff resources, technological infrastructure and any other resources to support the development, implementation, and ongoing maintenance of the apps (Reynolds et al., 2020, p. 506). Librarians also need to beware of the level of risks that the AR technology may bring such as user privacy, security, and legal issues (Olney, 2019, p. 10). It is because AR technology often records individual users’ exact locations, personal contact information, and other user data such as user’s eye movements, body language (Bell & Cottrell, 2019, p. 104). The user data collected can be used to improved AR experience (Riesen, 2019, p. 117). To deal with the privacy, security, and legal issues, it is important to develop privacy policies clearly defining what information is being collected, where this information is going to be stored, and how the information is being used. The privacy notices should also be provided to end users in accordance with all applicable laws and regulations (Riesen, 2019, p. 117). Therefore, due to the tight timeline, budget constraint, user privacy and security concerns, it is always extremely challenging to incorporate AR technology into library services (Olney, 2019, p. 10).

In my opinion, augmented reality (AR) has become more popular in libraries. It is important for libraries to stay ahead of the latest technology trends. As the new technologies continue to change how users access and use information, libraries need to embrace knowledge of innovative technologies such as AR technology so that they can better serve the users’ interest and improve their public services.

Reference

Bell, B., & Cottrell, T. (2019). Augmented reality in the library: Pivoting toward a security-first implementation strategy. In K. J. Varnum (Ed.), Beyond reality: Augmented, virtual, and mixed reality in the library (pp. 99-108). ALA Neal-Schuman. https://portal-igpublish-com.ezproxy.csu.edu.au/iglibrary/search/ALAB0000486.html

Hannah, M., Huber, S., & Matei, S. A. (2019). Collecting virtual and augmented reality in the twenty-first century library. Collection Management, 44(2-4), 277-295. doi:10.1080/01462679.2019.1587673

Olney, A. (2019). Augmented reality: All about holograms. In K. J. Varnum (Ed.), Beyond reality: Augmented, virtual, and mixed reality in the library (pp. 1-15). ALA Neal-Schuman. https://portal-igpublish-com.ezproxy.csu.edu.au/iglibrary/search/ALAB0000486.html

Reynolds, K., Schofield, T., & Trujillo-Pisanty, D. (2020). Children’s magical realism for new spatial interactions: Augmented reality and the David Almond archives. Children’s Literature in Education, 51(4), 502-518. https://doi.org/10.1007/s10583-019-09389-2

Riesen, M. (2019). Augmented reality and virtual reality and their legal implications for libraries. In K. J. Varnum (Ed.), Beyond reality: Augmented, virtual, and mixed reality in the library (pp. 109-118). ALA Neal-Schuman. https://portal-igpublish-com.ezproxy.csu.edu.au/iglibrary/search/ALAB0000486.html

Rose, C. S. (2019, November 19). Finding Books at the Library with Augmented Reality [Video]. YouTube.

Library 2.0 represents a model of change in library services (Kwanya et al., 2009, p. 74). In the video, Laura Cole talked about the use of technology to transform libraries from physical to virtual. That brings changes on the role of libraries and librarians, library services and information accessibility. Below are the four key points that can be applied to academic libraries to help them embracing a Library 2.0 ethos.

1. Library is an information liberator/cultivator

For hundreds of years, library was traditionally regarded as a keeper of information, a storehouse of printed collection. Users came to library in person to browse the book stacks and borrow the books. However, Technological advances bring even more changes for libraries, libraries have begun using technology to improve the quality of the services (Joe, 2021, p. 1757-1758). For example, the use of online catalogue and electronic resources including online databases, e-books collections and open access journal facilitate users to search and access the information they need. Besides, the use of online institutional repositories provides another channel for users to search and access scholarly publications of the universities.

2. Librarian role: from custodian to navigator

The role of the librarian is shifting from the passive custodian of books to the more active navigator of digital literacy (Cole, 2016). With the advent of social media or video conferencing apps, information literacy sessions can take place digitally. In order to reach out the patron population in digital spaces, librarians need to be familiar with some technologies related to library such as metadata, database search systems, and social networking (Joe, 2021, p. 1759).

3. Patron is the destination for information

Digital libraries allow users to access information regardless of time or geographic location. It is convenient for users who cannot physically present at the library such as part-time students, distant learners, and people with special education needs to access information through the digital libraries (Williams, 2018). It also serves as a “third social-hub space” to provide social and emotional connection for users, to promote library’s services, resources and training events in order to keep abreast of the user needs and to enhance their presence in digital space (Williams, 2018).

4. Change is essential

Change is challenging to cope with, but it is essential for libraries to exploring the full potential of digital technologies to enhance library services. Academic libraries should realize that they needed to change to continue to stay current and relevant (Joe, 2021, p. 1758). Library professionals need to keep updating their skills and expertise to cope with new challenges.

Reference

Cole, L. (2016, April 15). The re-imagined public library: Where will it find you? [Video]. YouTube. https://www.youtube.com/watch?v=PnYDl66YfQ0

Joe, J. A. (2021). Modernizing the academic library. In M. Khosrow-Pour D.B.A. (Eds.), Encyclopedia of information science and technology (5th ed.) (pp. 1757-1766). IGI Global. https://doi-org.ezproxy.csu.edu.au/10.4018/978-1-7998-3479-3.ch121

Kwanya, T, Stilwell, C, & Underwood, P. G. (2009). Library 2.0: Revolution or evolution? South African Journal of Libraries and Information Science, 75(1), 70–75. https://doi.org/10.7553/75-1-1275

Williams, M. L. (2020). The adoption of Web 2.0 technologies in academic libraries: A comparative exploration. Journal of Librarianship and Information Science, 52(1), 137–149. https://doi.org/10.1177/0961000618788725

OLJ Task 2: The influence of technology on society

Over the past two decades, information and communications technology (ICT) and network access have transformed every aspect of our lives. The advent of internet, smartphones and apps has rapidly and dramatically changed the way that we communicate and interact with each another as individuals, with businesses and civic institutions like governments. Many components of our interaction have shifted from face-to-face to online spaces where we can interconnect with others, interact with organizations, and undertake commercial transactions. All these changes bring both positive and negative impact to the society and organisations.

In terms of positive impact, it is undeniable that technology helps improve people’s access to information (Warf, 2018, p. xxix). For example, library users can search for information via electronic databases and online catalogue. It also helps make governments more transparent and efficient via electronic government (Warf, 2018, p. xxviii). E-government can be defined as “the use of web-based applications to enhance access to government services and deliver them more efficiently” (Warf, 2018, p. xxviii). E-government can be used for a wide range of government services such as access to census and other public data (Warf, 2018, p. xxviii). Besides, technology allows easier online shopping, electronic banking, and bill payments and provides enormous amounts of entertainment such as viewing movies on Netflix and education via online courses (Warf, 2018, p. xxix).

In terms of negative impact, digital inequality has become a crucial issue. It refers to people’s societal position affects their digital access, skills, types of uses and thus affect their digital engagement (Hargittai, 2021). Many people remain unable to access the Internet regularly because of their lower education level, low income or lack of technological skills that result in unequal access (Warf, 2018, p. xxiii). However, public policies in many places have done little to address the issue of unequal access (Warf, 2018, p. xxiii). Another negative impact is internet censorship which involves government (especially totalitarian) control on Internet access, functionality, and content (Deibert 2009). Warf (2018) argued that many totalitarian governments fear the emancipatory potential of Internet technologies and thus want to regulate Internet access (p. xxviii). That reduces the transparency and efficiency of government.

From my point of view, organisations especially governments have to consider the issue of digital divide. This issue has become more important during the COVID-19 pandemic. Digital divide refers to uneven distribution of the world’s netizens which can be divided by class and education, gender, ethnicity, and age (Warf, 2018, p. xxiv-xxv). For example, the young people are most likely to use the Internet and smartphone and be comfortable with digital technologies while the older adults seldom use the Internet and smartphone because of security issues and technical difficulties (Casanova et. al., 2021). Therefore, government should develop policies to help the elderly develop digital skills that facilitate their engagement in online activities (Leukel et. al., 2021).

 

Reference

Casanova, G., Abbondanza, S., Rolandi, E., Vaccaro, R., Pettinato, L., Colombo, M., & Guaita, A. (2021). New older users’ attitudes toward social networking sites and loneliness: The case of the oldest-old residents in a small Italian city. Social Media + Society. https://doi.org/10.1177/20563051211052905

Deibert, R. (2009). The geopolitics of Internet control: Censorship, sovereignty, and cyberspace. In H. Andrew and P. Chadwick (Eds.), The Routledge handbook of internet politics (pp. 212–226). London: Routledge.

Hargittai, E. (Ed.). (2021). Handbook of digital inequality. Cheltenham, UK: Edward Elgar Publishing. doi: https://doi.org/10.4337/9781788116572

Leukel, J., Schehl, B., Sugumaran, V. (2021). Digital inequality among older adults: Explaining differences in the breadth of Internet use. Information, Communication & Society. https://doi.org/10.1080/1369118X.2021.1942951

Warf, B. (Ed.). (2018). The sage encyclopedia of the internet. SAGE Publications. https://ebookcentral.proquest.com/lib/csuau/detail.action?docID=5434980

 

Journal Article Analysis on “Fact-Checking the Crisis: COVID-19, Infodemics, and the Platformization of Truth”

The study aims to explore how three major social media platforms (Facebook, Twitter, and YouTube) responded to the COVID-19 mis/disinformation during early stages of the COVID-19 pandemic (from March 2020 until November 2020) via emergent fact-checking policies and practices. It was conducted by thematic analysis of 312 official documents published by the three platforms that address fact-checking and focus on COVID-19. Besides, a retrospective case study was conducted to examine how the three platforms applied the fact-checking policies and practices to the viral video, Plandemic.

There are two main findings from the study. Firstly, the three platforms rely on a combination of human and algorithmic actors to support fact-checking on their sites. However, it is not clear how the algorithmic systems are built to support fact-checking. Algorithmic moderation is always rife with errors as it is difficult for artificial intelligence (AI) to identify problematic content in opinion pieces which require making complex judgments about facts (Stewart, 2021).

Secondly, the three platforms wanted to regulate the visibility of facts and falsities according to their vague and subjective risk assessments made internally. Facebook and Twitter remove or add warning labels to posts if there is a potential for harm. Facebook demote the distribution of content or videos that could misinform users in harmful ways. However, it is not always clear how the platforms decided which content to demote, remove or add warning labels. All three platforms elevate authoritative voices from public health experts such as CDC or WHO on their sites.

In the case study of the viral video Plandemic, YouTube and Facebook removed the video from their sites based on subjective judgement that it could lead to “imminent harm” (Andrews, 2020). Twitter did not remove the video’s link but directed users who clicked on it to a warning message indicating that the content was “potentially spammy or unsafe” (Robertson, 2020). The authors argued that their judgement to the video is highly subjective since “harm” has an ambiguous definition.

Overall, I agree with the argument that the fact-checking policies and practices that the three platforms use to regulate the visibility of mis/disinformation are vague and subjective. Although these policies and practices can help to stop the spread of mis/disinformation, more complicated problems arise when content are partially true or partially misleading. Identification of mis/disinformation is incredibly challenging now and will heighten the tension between free expression and content moderation, and thus generate user distrust toward the platform’s fact checking efforts (Stewart, 2021, p. 923). Therefore, it is essential that the three platforms must strike a balance between free expression of ideas and limiting the visibility of mis/disinformation.

Reference

Andrews, T. M. (2020, May 7). Facebook and other companies are removing viral “Plandemic” conspiracy video. The Washington Post. https://www.washingtonpost.com/technology/2020/05/07/plandemic-youtube-facebook-vimeo-remove/

Cotter, K., DeCook, J. R., & Kanthawala, S. (2022). Fact-checking the crisis: COVID-19, infodemics, and the platformization of truth. Social Media + Society. https://doi.org/10.1177/20563051211069048

Robertson, A. (2020, August 18). Facebook blocks users from linking to new Plandemic hoax video. The Verge. https://www.theverge.com/2020/8/18/21374081/plandemic-indoctornation-conspiracy-video-facebook-misinformation

Stewart, E. (2021). Detecting fake news: Two problems for content moderation. Philosophy & Technology, 34, 923–940. https://doi.org/10.1007/s13347-021-00442-x

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