I have a friend who’s currently in school to earn an MLIS. They asked me recently if my library offers “information literacy guidance to your patrons? Like any sort of program to help gauge legit info from ‘fake news?'”
My answer turned out to be a bit more involved than I expected. Turns out, I have thoughts about this. I can’t say my thoughts are particularly well sorted at this point but I think they’re worth sharing. Here’s a slightly edited and expanded version of the answer I sent my friend:
My library doesn’t currently do any dedicated programming on this kind of information literacy, although we help guide people when they come to us with questions. We provide access to resources that teach information literacy skills and direct patrons to these resources when we see a need. I know a lot of libraries are exploring different ways to handle this issue and some are offering programming. My library is talking about the idea.
My personal perspective on it: It’s turning out to be more complex than I thought upon first glance.
Continue reading “Libraries and Information Literacy”
December 10th is Dewey Decimal System Day. Maybe it’s only librarians who care much about it but to us it’s a big deal.
The entire history of our profession has been a quest to organize information. Sometimes organizational schemas were focused on preserving resources, on merely keeping a list of a collection’s holding, and sometimes systems were intended to restrict access. Indeed, for most of our history, knowledge institutions were exclusive and exclusionary.
But beginning with the birth of public libraries in the 1800s, we conceived the idea that knowledge should be accessible for the betterment of all people. The challenge was—and continues to be—to find ways to accomplish this goal through practical application in real-world situations, in day-to-day activities.
Melvil Dewey’s system was a massive paradigm shift. It seems like such an esoteric thing to celebrate but realize this: before Dewey’s organizational scheme, there existed no universal method for organizing collections of materials, and too many systems were obscure and overly complicated, to the point where people were often discouraged from attempting to access them.
Dewey created a system that anyone could understand and use. For the first time, people could walk into a library and find what they wanted on the shelf, or explore the catalog, without the mediation of a specialist. In a real sense, the Dewey system effectively transferred our collections of knowledge out of the hands of specialists and into the hands of the general populace. *
Still, for all my appreciation and admiration of Dewey’s achievement, when a coworker asked if I wanted to participate in Dewey Day activities at my library, my response was this:
“I have no interest in celebrating the Dewey system. It’s an archaic monument to Western superiority and colonial oppression which obscures the diversity of human cultures and silences diverse voices.”
Continue reading “Inherent Bias in Classification Systems”
Information professionals like to crow that we’re living in a Golden Age of Information. More information is available to more people than ever before in history, and it’s easier to access than ever.
The standard response is to point out that there’s more bad information than ever before. A whole lot of the information currently circulating around out there isn’t reliable.
This is true. But it’s also true that there’s more good information available to us than ever before, too. Just as bad information has increased, good information has increased alongside. I believe this firmly and I’ll stand by this statement.
But I’m not sure if the increase in good information is keeping pace with the increase in bad. It may be the proportion of good-to-bad has become more unbalanced. It may be that good information is being increasingly overwhelmed by the bad.
Continue reading “Are We Really Living in a Golden Age of Information?”
I debated for several weeks about writing this post. Some of what I want to talk about I already discussed in my post, The Pain of Bad Reference Interactions. I think there’s more to say, though.
My concern is that I have some strong criticisms of the reference interactions I’ve had with some public libraries in the United States. I use no names and I leave out all identifying details—but it’s still possible that some of these libraries, or even some of their librarians, will be able to recognize themselves if they read this.
I have no desire to shame anyone with this post. I find online public shaming culture abhorrent and I refuse to participate in it.
I believe that criticism is necessary for improvement. I offer all criticisms in the sincere hope that it will help us all to serve our communities even better than we already do, and in my desire to help define the best path forward for public libraries in the Digital Information Age.
Continue reading “Public Library Reference: An Unscientific Test”
People love to ask the question, “Why go to the library when you can just Google everything?” In answer, we tend to fall back on some version of Neil Gaiman’s famous quote:
Google can bring you back 100,000 answers. A librarian can bring you back the right one.
We talk about the authority of librarians, our ability to sift through the vast oceans of data with a far better eye toward quality than any search engine can match. We talk about the personalization of the interaction—librarians can recognize not just the right answer, but the answer that’s right for you.
Often, people don’t know how to ask their question. Google is stuck with whatever you enter—if you ask your question the wrong way then you only get results that aren’t what you need, and you’re left to your own devices to try and figure out what went wrong. A librarian can figure out what you really meant and guide your search, to bring you information that’s actually useful in a much more intuitive and rewarding way.
I agree with all of the above. Librarians can serve people’s information needs in ways that Google, or any other online search engine, simply can’t.
Which is why it especially pains me every time I have a bad reference interaction.
Continue reading “The Pain of Bad Reference Interactions”
Given my passion for serendipitous discovery in libraries, I was delighted to read this paper by Patrick L. Carr:
Serendipity in the Stacks: Libraries, Information Architecture, and the Problems of Accidental Discovery (PDF)
It had never occurred to me to consider serendipitous discovery from this angle before. Serendipity can be construed as a failure of a user-centered information environment to properly meet the needs of a user. Perhaps serendipitous discovery isn’t a benefit so much as it’s a compensation mechanism for the failures of our search systems.
This suggests interesting avenues for inquiry and development. I think it’s a beneficial perspective. Serendipity isn’t all good and librarians should approach it strategically.
I’m particularly struck by this passage on page 18:
Continue reading “Serendipitous Discovery: A Critical Perspective”
A few weeks ago, I read Reza Aslan’s book Zealot: The Life and Times of Jesus of Nazareth and I loved it. I went to my Goodreads account and posted a glowing review.
I recommended this book to some historians I know and they both read it. I’ve been speaking to them about it and I was surprised to learn that they’re far more critical of the work than I am. Not because of their religious beliefs but because they don’t think it’s very good history.
Both of them have advanced degrees in history. One of them works as an administrator in higher education. They’ve both been trained in the work of history and both have expectations molded by the standards of academic work.
They see significant flaws in Dr. Aslan’s book. If someone expects to challenge the orthodox historical consensus on a subject (as Dr. Aslan does) there are standards that must be met, the work must uphold a certain level of academic rigor.
Zealot fails to meet these standards. As my friend suggested—he can’t believe that this work would ever survive peer review.
After hearing what my friends had to say about the work I decided to do what a good librarian should do and find out more about Dr. Aslan’s qualifications, his authority to speak on this matter, and the critical reception his work has received from professional historians in the field.
Continue reading “Book Reviews in the Age of Goodreads”
Given what’s at stake in the current debate over net neutrality, it’s easy to approach the issue as either/or. The idea that there might be a third way to address the issue, one that’s less polarized and more plausible, is something to be seriously considered by parties on both sides.
AT&T’s fascinating third-way proposal on net neutrality by Brian Fung (posted by The Washington Post on September 15, 2014)
I like that this creates a case for compromise. It worries me, though, that no one seems able to envision how this would actually work. I’m very interested to see how this proposal develops or if other people present alternative “third-way” options.
Continue reading “A Third Way for Net Neutrality?”
Frank Nero presents one of the best arguments in favor of public library investment I’ve read:
My view by Frank Nero: Libraries are a crucial investment in children, education, community by Frank Nero (posted on the Miami Herald on June 29, 2014)
In addition to the compelling numbers associated with the economic impact of libraries in a community, he offers powerful statements about the value and purpose of libraries.
On education and early literacy:
[E]arly exposure to books and reading is a critical determinant in a child’s academic success, and the independent research skills that libraries foster are both an essential ingredient in academic success and lifelong learning.
Public libraries have always been the gateway to education for preschool children and have always played a major role in supporting formal education.
And this perfectly sums up an argument that I frequently make about the role of libraries in the Digital Age:
The physical space that libraries have is a real asset that shouldn’t be ignored during this era of transition to all things digital. Libraries are community centers where people come and access the resources they need to do whatever they need to do. That may be for schoolwork, it may be to apply for a job or unemployment benefits, or it may be to run a business. Libraries can be the span to help bridge the digital divide.
The success of libraries in the future may have a lot to do with how flexible they can be in adapting to the needs of the community, but even so, the core mission of libraries remains the same. Its traditional role has always been as a community resource for information and referral – it’s just that technology is changing how it does that. We must recognize that libraries are not just a collection of books, but a collection of experiences and opportunities.
I’d like to see Mr. Nero’s op-ed piece shared as widely as possible.
This article raises an essential point about efforts to overcome the Digital Divide:
Technology Is Making Achievement Gaps Bigger by Annie Murphy Paul (posted on The Brilliant Blog on June 25, 2014)
The real issue we face when we address the Digital Divide isn’t access to technology.
The real issue is digital literacy.
Our most important task isn’t merely to provide access to technology. We also have to teach people how to use it effectively and safely. People who don’t have the opportunity to use technology on a regular basis also don’t have an opportunity to develop effective digital skills. To quote the article above:
Not only are affluent kids more likely to know how to Google; they’re more likely to know what to Google for.
More than that—digital literacy is about teaching people why technology matters, how it can help to make their lives better. People who have gotten along without technology so far may not always recognize why access to it matters now.
It does no good to hand technology to someone who has no idea how to use it. Any attempt to overcome the Digital Divide must go hand-in-hand with digital literacy education and development.