Showing posts with label information literacy. Show all posts
Showing posts with label information literacy. Show all posts

6.08.2011

Mind Control & the Internet by Sue Halpern | The New York Review of Books


I'm plodding my way through Lanier's "You Are Not A Gadget," so I really appreciate its contextualization in this review. A passage that struck me:
The [Google] search process, in other words, has become “personalized,” which is to say that instead of being universal, it is idiosyncratic and oddly peremptory. “Most of us assume that when we google a term, we all see the same results—the ones that the company’s famous Page Rank algorithm suggests are the most authoritative based on other page’s links,” [author] Pariser observes. With personalized search, “now you get the result that Google’s algorithm suggests is best for you in particular—and someone else may see something entirely different. In other words, there is no standard Google anymore.” It’s as if we looked up the same topic in an encyclopedia and each found different entries—but of course we would not assume they were different since we’d be consulting what we thought to be a standard reference.

Among the many insidious consequences of this individualization is that by tailoring the information you receive to the algorithm’s perception of who you are, a perception that it constructs out of fifty-seven variables, Google directs you to material that is most likely to reinforce your own worldview, ideology, and assumptions. Pariser suggests, for example, that a search for proof about climate change will turn up different results for an environmental activist than it would for an oil company executive and, one assumes, a different result for a person whom the algorithm understands to be a Democrat than for one it supposes to be a Republican. (One need not declare a party affiliation per se—the algorithm will prise this out.) In this way, the Internet, which isn’t the press, but often functions like the press by disseminating news and information, begins to cut us off from dissenting opinion and conflicting points of view, all the while seeming to be neutral and objective and unencumbered by the kind of bias inherent in, and embraced by, say, the The Weekly Standard or The Nation. [emphasis added]


Read the whole thing at The New York Review of Books:

Mind Control & the Internet by Sue Halpern


4.14.2010

ALA: The State of America's Libraries, 2010

An excerpt from this report by the American Library Association:

"Academic libraries are experiencing increased use, both physical and virtual. The National Center for Education Statistics (NCES) reported that during a typical week in fiscal 2008, U.S. academic libraries had more than 20.3 million visits (1.5 million more than in fiscal 2006), answered more than 1.1 million reference questions, and made more than 498,000 presentations to groups. Seventy-two percent of academic libraries reported providing library reference service by e-mail or the Web.
Almost 95 percent of students use their academic library's website at least once a week, according to a study on students and technology by the Educause Center for Applied Research, and the proportion of students who reported using the library's website daily increased from 7.1 percent in 2006 to 16.9 percent in 2009. Project Information Literacy found that nine out of 10 college students surveyed turned to libraries "for online scholarly research databases . . . for conducting course-related research, valuing the resources for credible content, in-depth information, and the ability to meet instructors' expectations."

Read the whole report here: The State of America's Libraries, 2010.

3.29.2010

Young Learners Need Librarians, Not Just Google (Forbes)

In this article in Forbes magazine, corporate lawyer Mark Moran chronicles his experiences with research and attributes his success to 'skilled trainers' [i.e. librarians]. He discusses studies done to determine how students benefit from librarian intervention in learning how to collect and evaluate information.

Read the web article here: Young learners need librarians, not just Google

3.02.2010

Lessons Learned: How College Students Find Information in the Digital Age

This post from A Curious View of the World blog (whose blogger found the study courtesy of KG Schneider on the Free Range Librarian blog) links to a report produced by Project Information Literacy from a study by Dr Allison J. Head and Dr Michael B. Eisenberg. Read the full report here:


Lessons Learned: How College Students Find Information in the Digital Age

1.13.2010

Protecting Reputations Online

CommonCraft released a short new video explaining the importance of protecting your reputation online.  You can find it here.

12.09.2009

Article from Wired's Gadget Lab

How the iPhone Could Reboot Education.

“About five years ago my students stopped taking notes,” Rankin said. “I asked, ‘Why are you not taking notes?’ And they said, ‘Why would we take notes on that?…. I can go to Wikipedia or go to Google, and I can get all the information I need.”
Conversely, the problem with the internet is there’s too much information, and it’s difficult to determine which data is valuable.
Librarians can help you determine which data is the right data: we call it that skill "information literacy."