Competency O
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Understand global perspectives on effective information practices that are supportive of cultural, economic, educational, or social well-being.
Introduction
As the rhizome of information across the earth continues to enmesh, the need for comprehensive analysis and collaborative strategic responses has never been more critical. The 2024 International Federation of Library Associations and Institutions (IFLA) Report notes that it was a pivotal year for understanding the effects of dominant digital platforms, regulation, and censorship on personalized information environments, highlighting opportunities for equitable knowledge systems and new communication forms, while also addressing challenges like misinformation, information silos, and over-regulation (Dezuanni & Osman, 2024). As society navigates these complexities, it will be essential to foster collaborative approaches that prioritize transparency, inclusivity, and the ethical use of technology across the globe. This includes engaging stakeholders from various sectors, promoting digital literacy, and advocating for policies that support open access to information, ensuring that all individuals can participate meaningfully in the digital landscape.
Global Perspectives
In an increasingly interconnected and interdependent world, the role of library and information science (LIS) leadership is met with the crucial task of shaping the future of information access and management. Information professionals must actively monitor and adapt to the evolving global information landscape, which includes technological, social, and cultural trends, to remain relevant and effectively meet the needs of their communities (Hirsh, 2022). The dynamic global environment requires a proactive approach to leadership that is engaged but also aware of the diverse challenges and ethical considerations that arise from differing cultural contexts and technological advancements. LIS leadership in a global context emphasizes the necessity for information professionals to develop diverse skills and critical thinking to navigate unique challenges and opportunities in the information economy while addressing local community needs and varying political landscapes (Albright, 2022). This involves fostering collaboration and understanding and finding bridged connections between the diverse and diverging interests of the broad and specific global communities.
Global efforts and initiatives need not be all-encompassing; often, regionally specific international organizations can effectively address local needs while contributing to global knowledge. For instance, the Polar Libraries Colloquy (PLC) exemplifies this approach. As noted by Campbell et al. (2024), the PLC's enduring success can be attributed to its simple mandate, effective administration, and unique focus on polar information professionals. The organization maintains low membership fees and hosts engaging, week-long biennial meetings that foster networking and collaboration among its members. Such initiatives demonstrate how targeted efforts can yield significant benefits for specific communities while also contributing to the global discourse on information access and management.
International Standards and the Diversity of Language and Culture
The International Federation of Library Associations and Institutions (IFLA) provides standards categorized into three types: [1] declarative standards, which include principles, conceptual models, and dictionaries; [2] prescriptive standards, which encompass rules for resource description and data encoding schemes; and [3] implemental standards, which consist of guidelines and best practices (IFLA Committee on Standards, 2023). IFLA standards are designed to be user-oriented, freely available, and approved by a review team that includes the Advisory Committee on Standards, the chair of the unit’s division, and the chair of the Professional Council, with final endorsement by the Professional Council on behalf of IFLA. These standards aim to facilitate consistent practices and enhance the quality of library and information services globally.
The establishment, revision, and adherence to international standards and principles are essential for promoting effective information practices that respect cultural diversity and encourage global collaboration. This can allow information professions to create inclusive settings that respect the distinct requirements of different international communities. For example, the Decolonization of Arctic Library and Archives Metadata (DALAM) thematic network aims to unite librarians, archivists, and information professionals in addressing offensive and inaccurate metadata terms related to Indigenous peoples. This initiative focuses on education, resource sharing, and enhancing circumpolar metadata decolonization efforts (Farnel et al., 2024). By prioritizing the voices and perspectives of Indigenous communities, DALAM exemplifies how information practices can be transformed to promote social justice and cultural sensitivity.
Competency Development
While I have not had the opportunity to work in a global capacity in my career, there have been several courses during my MLIS studies that have prepared me for Competency O. The first was INFO 202, Information Communities, which focused on understanding how various communities, both local and global, interact with information. With the interconnectedness of the world wide web, many information communities transcend national boundaries and time timezones. INFO 287, Data and AI Ethics, focused on a global perspective in as far as it required thinking through the implications of emerging technologies on diverging international communities. Much of the required reading material also focused on European data privacy regulations. In other courses, such as INFO 204, Information Profession, and INFO 220, Data Services in Libraries, I discovered evidence and resources that pulled from international standards and practices. These experiences have equipped me with a foundational understanding of a global topography of information and the ethical considerations entailed therein.
Evidence
This group project involved creating a presentation for a $1,650,000 proposal to a donor looking to fund the fictional library that we managed. Each group member took on several problem areas that the library was looking to solve. My specific areas of contribution were finding solutions to improve wayfinding and the organization of the collection, as well as food and beverage options. My proposed solution for both wayfinding and collection organization was to purchase robots. One of my prominent examples of this was from the National Library Board of Singapore, which uses robots that scan items on the shelf, detecting whether items are correctly placed and whether they have fallen or been left on the floor. For the food and beverage solution, I proposed having a designated eating area within the library. One primary example I presented was of the British Library of London, which has a cafe in a prominent area of the Kings Library. This video has been edited down from the orginal to include the intro, my contributions, and the conclusion.
My contributions to this group project are evidence of competency O as they demonstrate an understanding of how effective information practices can enhance cultural, economic, educational, and social well-being within a library context. By proposing the use of robots for wayfinding and collection organization, the project reflects a global perspective by learning from solutions from Singapore on innovative technology that improves user experience and operational efficiency. Additionally, the suggestion to create a designated eating area, inspired by the British Library's café, highlights learning from British library spaces that integrate social spaces within libraries that enhance the overall hospitality of the library.
The post titled "OSINT Hobbyist Gone Global" discussed the global nature of Open Source Intelligence (OSINT) communities, emphasizing how these groups connected and collaborated online through platforms like Discord. It highlighted the role of OSINT hobbyists in participating in international intelligence projects, such as those organized by Trace Labs, where participants worked on real missing persons cases. The post also mentioned the contributions of citizen journalists to organizations like Bellingcat, who utilized OSINT to report on global conflicts and human rights violations.
This post served as evidence for Competency O by illustrating how effective information practices in OSINT supported cultural, social, and educational well-being on a global scale. It demonstrated an understanding of the collaborative nature of information sharing across borders and highlighted the importance of community engagement in addressing global challenges, such as human rights violations and misinformation. By showcasing the potential for knowledge exchange between OSINT hobbyists and library and information science (LIS) professionals, the post underscored the value of diverse perspectives in enhancing information practices that contributed to the well-being of marginalized communities and promoted informed global citizenship.
In the post, I explored the implications of Privacy by Design (PbD) in the context of the Global South, highlighting the unique privacy risks associated with big data and AI in regions with weaker regulatory frameworks. I raised critical questions about ownership, design, access barriers, and the necessary digital literacy for effective use of privacy solutions. While I acknowledged that PbD had the potential to mitigate privacy threats through data minimization and encryption, I argued that it needed to be complemented by addressing systemic issues of data inequality and power dynamics. I noted that the rapid increase in internet access in the Global South had led to concerns about surveillance and data exploitation by both governments and corporations, echoing colonial practices. To truly protect individual rights and privacy, I advocated for localized and decentralized data systems that empowered marginalized communities, rather than reinforcing existing power structures.
The post serves as evidence for Competency O by demonstrating an understanding of the global perspectives on privacy and data governance in the Global South. It highlights how effective information practices, such as Privacy by Design, must consider cultural and systemic factors that influence data access and autonomy. By addressing the unique challenges faced by marginalized communities in these regions, the post underscores the importance of developing information practices that promote social well-being and empower individuals, ultimately contributing to a more equitable digital landscape.
Conclusion
The state of information, access, and literacy today necessitates a concerted effort from information professionals to navigate the complexities of a globalized world. The challenges posed by dominant digital platforms, misinformation, and cultural diversity require innovative and collaborative strategies that prioritize inclusivity, transparency, and ethical technology use. By engaging with diverse stakeholders and participating in the development of international standards, information professionals can foster environments that not only address local needs but also contribute to a more equitable global knowledge system. Above all, the future of information access hinges on our ability to adapt, collaborate, and uphold the values of social justice and cultural sensitivity in an increasingly interconnected world. I will continue to think of the world as inherently networked and make decisions in my career as an information professional that cultivate diversity, access, and literacy for as many communities as I can reach.
References
Albright, K. (2022). Leadership skills for today’s global information landscape. In S. Hirsh (Ed.), Information services today: An introduction (3rd ed., pp. 501-512). Rowman & Littlefield Publishers.
Campbell, S.M., Møldrup, C.T., Parikka, S. (2024). The Polar Libraries Colloquy. In: Acadia, S. (eds) Library and Information Sciences in Arctic and Northern Studies. Springer Polar Sciences. Springer, Cham. https://doi-org.libaccess.sjlibrary.org/10.1007/978-3-031-54715-7_2
Dezuanni, M., & Osman, K. (2024). IFLA trend report 2024 [Literature review]. https://repository.ifla.org/handle/20.500.14598/3466
Farnel, S. et al. (2024). The Decolonization of Arctic Library and Archives Metadata (DALAM) Thematic Network at the University of the Arctic. In: Acadia, S. (eds) Library and Information Sciences in Arctic and Northern Studies. Springer Polar Sciences. Springer, Cham. https://doi-org.libaccess.sjlibrary.org/10.1007/978-3-031-54715-7_3
Hirsh, S. (2022). What it means to be an information professional today. In S. Hirsh (Ed.), Information services today (3rd ed., pp. 3-14). Rowman & Littlefield.
IFLA Committee on Standards. (2023, December). Ifla standards procedures manual 2023. https://repository.ifla.org/handle/20.500.14598/3166