OLJ Task 8: Defining Information Professionals in the Digital Era

What are the essential knowledge, skills, and attributes of the Information Professional in the digital era?

Burton (2019) identified areas of significant growth in the LIS field over the last five years as digital services, study spaces, and computer areas. In essence, the services which are growing fastest are those which transform the library from a place of knowledge, to a place of learning. In this post, I will explore the necessary skills and attributes best suited for an information professional in the digital era.

1. Information literacy education: According to Burton (2019), information literacy is still paramount to the services of the librarian. However, the information literacy and education is a much different beast to what it was ten years ago. It is essential that a librarian can critically analyse data and information to pass on the most accurate information possible to a patron. Additionally, serving these skills to patrons may include educating patrons on fake news and misinformation, as well as deriving facts and bias from multiple sources of media we consume today. This is especially important for the elder community who may be late to social media, and are not yet able to differentiate between authentic and unauthentic pieces of information.

2. Customer service skills: Basic and cognitive skills may be made redundant by AI, but social and emotional skills will remain highly relevant (Ayinde & Kirkwood, 2020). As the digital era forces the librarian out of stocking and collection and further into people, the shift to a more customer oriented role is natural. Now, librarians have always been customer oriented, this is true, but now it is far more about teaching, than simply providing information. Information professionals need to be able to communicate with a broad range of users and needs, and navigate the complex relationships they may have with others. An example of this may be hosting a language group on a Monday morning, then Storytime in the afternoon, and an elderly tech group the next day. All three require a specific set of customer service skills catering to a different audience. The library is moving away from the ‘silent’ place, to a hub of learning and community, which will put customer service at the forefront of everything we do. The WEF ‘Future of Jobs’ report listed emotional intelligence and coordinating other people as highly sought after by employers in 2020 (Ayinde & Kirkwood, 2020). Those are two intertwined customer service skills.

3. Adaptation/Flexibility: As a teacher I have seen this in education, and the same applies to libraries as well. Lack of adaptation or flexibility, often leads to professionals falling behind. An essential skill to the digital era is to be open to learning what this new thing might offer, and find creative ways to apply it to your service. Resisting a digital era won’t prevent it from coming, but it will fly past you and force you to catch up. Our users are part of an information age and a digital era; we must adapt to maintain the importance and relevance of information services in the modern world.

Word count: 499.

Reference List

Burton, S. (2019). Future skills for the LIS profession. Online Searcher, 43(2), 42-45.

Ayinde, L., & Kirkwood, H. (2020). Rethinking the roles and skills of information professionals in the 4th Industrial Revolution. Business Information Review, 37(4), 142-153. https://doi.org/10.1177/0266382120968057

OLJ Task 2: The influence of technology on society

How do emerging technologies influence society and what will organisations need to consider when utilizing them?

Technology has a huge impact on our day to day lives. Our society, has very well entered what many theorists determine as the ‘information’ age. Our world is driven by information, as is evident by the Digital 2021 Global Overview Report (We Are Social, 2021). Our online behaviours are evolving, and according to the report, the primary reason anyone uses the internet is to seek out information (We Are Social, 2021). This is highly relevant for education, and the GLAM sector, which is essentially based around the seeking and providing of information for users. It is also important that organisations will have to consider that the users active on their social media may not be the users they expect. Assumptions could lead to thinking only younger users will participate on an organisation’s social media, but Facebook found users over the age of 65 increase by 25 percent in the last year. Organisations will need to consider who exactly they’re trying to reach and which social media is best suited to that as opposed to just becoming the most popular page they can.

Further considerations will be required for uprising technologies like Artificial Intelligence and Open Education Resources (Pelletier et al., 2021). How will an organisation police these technologies? More importantly, can they even police them? OR will they be a gargantuan unstoppable force like social media that we will simply have to adapt to? If AI is used as predictive analytics as the studies suggest, will it impact the direction Higher Education puts its funding and resources into? Will that effect who is rehired the next year and who is not? And how do we remove bias from these AI systems, which are already evident in AI’s available on the internet (racial, gender, sex biases). Most importantly, how do organisations ethically use AI so that their current workforce does not join the unemployment line?

In terms of Open Education Resources, the developments in that field will have a significant impact on the education sector (Pelletier et al., 2021). As it is strongly addressing equity and inclusion, bridging the gap for minorities and lower income households. Will higher education be more accessible for more people, and will we see different types of online-hybrid learning styles outside of universities cropping up? Universities may need to consider how to stay relevant as methods of education move beyond the traditional modes of learning.

Word count: 399.

Reference List

Pelletier, K., Brown, M., Brooks, D.C., McCormack, M., Reeves, J., & Arbino, N. (2021). 2021 EDUCAUSE Horizon Report 2021: Teaching and Learning Edition. EDUCAUSE. https://library.educause.edu/-/media/files/library/2021/4/2021hrteachinglearning.pdf

We Are Social. (2021). Digital 2021: Global Overview Report. https://wearesocial.com/uk/blog/2021/01/digital-2021-uk/?mc_cid=ed509b472e&mc_eid=632bbf90f7

OLJ Task 1 – Will Using Social Media Benefit or Harm Users’ Self-Esteem? It Depends on Perceived Relational-Closeness

Chosen Article: Will Using Social Media Benefit or Harm Users’ Self-Esteem? It Depends on Perceived Relational-Closeness by Yang Han and Feng Yang

I chose this article to read because I have personally felt the effects of social media on my self-esteem. Both positively and negatively. It can make you feel incredible when the likes are coming in, and like you’re nothing when the likes are not. This goes for most social media. However, I found it interesting to note that the research in this article suggests social media with weak-relational closeness harmed users’ self-esteem, while social media with strong-relational closeness improved users’ self-esteem. The term relational-closeness in the context of this article, refers to how close users’ feel to other users. In the weak-relational closeness, the social media identified was TikTok as most users post for the public, and there are less opportunities for close one-to-one bonding. The strong relational closeness referred to the social media WeChat, which encourages users to develop and maintain close-knit connections to others.

It appears that strong-relational closeness, the perceived social support of other users’ contributed to mediating the positive contributions to self-esteem as opposed to it being all negative (Han & Yang, 2023). To me, this is important research as I have always found some social media more enjoyable than others. I grew up in the era of MSN, and although it was social media and a way for most teenagers of the early 2000’s to communicate, it felt more a bastion of social support we could not get at school. There may have been some negative consequences of cyber bullying for some, but msn was the kind of social media you could mediate quite effectively if problems were to occur. Now, social media like Facebook and Instagram are all-consuming, and not just a dozen members of your year. If something problematic arises on Facebook which affects your self-esteem, everyone you know in real life is seeing it as opposed to a handful. I think this is an important distinction relative to how social media has evolved and how strongly it effects our lives. We cannot escape using it, even for university or work purposes now.

The weak relational closeness of TikTok had a more profound negative impact on self-esteem (Han & Yang, 2023). It makes perfect sense to me as why. In TikTok, you are seeing what someone is making available for the public. People are far more likely to only post the best parts of their life, and thus giving users a perceived sense of ‘FOMO’ (Fear of missing out) about their own lives. In TikTok, unlike Instagram or Facebook, you do not know any of these people personally. Most of your interaction is with total strangers, instead of close friends, which also impacts how vulnerable your self-esteem could be.

This article made me consider how social media will keep evolving, and whether we will have some kind of boundaries in the future for it. As virtual reality continues, it could be assumed VR and social media will coincide, as Facebook (Meta) wishes. Will the relational closeness of VR social media be weak or strong? Will we feel more connected to others, or more disconnected and isolated? Time will tell.

Word count: 516.

Reference List

Han, Y., & Yang, F. (2023). Will Using Social Media Benefit or Harm Users’ Self-Esteem? It Depends on Perceived Relational-Closeness. Social Media + Society, 9(4), 20563051231203680. https://doi.org/10.1177/20563051231203680