Beyond the Bomb Builder at the Reference Desk – When Information Has Social Costs

A standard ethical question raised in library school classes is some variation of dilemma of the hypothetical bomb builder who comes to the reference desk asking for information. You’re the reference librarian–what do you do? David Wessel in “Better Information Isn’t Always Beneficial,” in the Wall Street Journal (free) points to more subtle cases of information ethics in which technology makes it easier and faster to obtain information that has detrimental social costs, such as finding out which judge is more likely to grant you a patent or rigging Congressional districts so that one party is guaranteed to win. Librarians tend to think that more information is always better and anything less is censorship. These examples, however, call that view into question. Discussion of the social costs of the use of information fits into standard five of the Information Literacy Competency Standards for Higher Education to “understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.”

First Drafts, Final Drafts

One of the big challenges for information literacy is helping students understand where information comes from – and how to evaluate it. I’ve been collecting some news stories coming out of New Orleans and Mississippi because they illustrate the issue so well. Journalism is famously the first draft of history – and some of the edits are just coming in.

One of the first critiques came when the Public Editor of The New York Times chided the paper for neglecting stories that turned out to be fit to print. Then, early this week, the Times offered a good discussion of how rumors leaked into the news.

Yesterday’s Chicago Tribune has a column by Clarence Page that goes into some detail on what actually happened at that bridge in Gretna where rednecked white police allegedly turned black evacuees away – but Page, digging deeper, found Gretna was a city that was as overwhelmed as New Orleans; officials there were angered when New Orleans officials told residents to go to a location where they couldn’t be helped. Page ends by calling for an independent investigation into the inadequate response to the crisis.

And in a startling editorial just across the page – the Trib reveals that the president of Jefferson Parish, who sobbed on television about the woman who drowned in a nursing home after days of promises, got it wrong. The woman actually died four days earlier. It’s still a tragedy – but that stirring story of days of neglect wasn’t true. (It’s unclear whether the president of the parish knew that.)

On the other hand – the editorial also says categorically that the Corps of Engineers hadn’t shortchanged the levees. While it’s true they only made them ready to withstand a category 3 hurricane because that’s what Congress ordered, the NY Times reported yesterday that the levees actually couldn’t handle even a category 3 storm.

All of which illustrates how hard it is to get the details and the context right – particularly in a world in which news and rumor rub shoulders and we all expect a much quicker news cycle. It’s bad news for all of us that several large news organizations – including the Times – recently announced layoffs in the newsroom. If we won’t pay for good news coverage, journalism will be the first, imperfect draft of history – and the final version (according to another aphorsism) will be written by the winners.

Frye Leadership Institute 2006

EDUCAUSE has announced the opening of the application process for the 2006 Frye Leadership Institute. The Frye home page hasn’t been completely updated, yet, Ed.D. but the key information from the e-mail I received this morning is:

The Frye Leadership Institute will be held June 4 – 16, Kooks, 2006 at Emory University. Applicants must Duck be nominated by a “senior institutional officer” by November 1, 2005. The program brings together librarians, IT professionals, faculty, and educational administrators to discuss Press “the implications of the growing power ’06 of information technology to transform the means Libraries of research, teaching, and scholarly communication.” Sounds exciting!

You can also read former ACRL President Frances Ablauf Maloy’s reflections on her experience at the Frye Institute on the ACRL Web site.

ACRL Announces Immersion ’06

I’ve never The attended ?????????????????2830???????SIM?????????????????? one, but one y of the Valencia librarians I work with has and wholesale jerseys it was certainly beneficial to her development as cheap nba jerseys our Information Literacy cheap jerseys from China Coordinator. The information literacy Immersion Institute is where you definitely cheap jerseys want to ??????? go to Of improve your instruction Dog’s skills or develop an information literacy plan for your institution. You can get all the details from the ACRL web site.

The Ed.D. Still Makes Sense For Us

This week’s Chronicle of Higher Education features a story about Arthur Levine, President wordpress???????! of the Columbia University Teacher’s College, and a somewhat controversial report he wrote back in March 2005. The report focuses on the education of school leaders. Levine’s suggestion to eliminate the Ed.D. degree caused a particularly strong reaction from education schools. cheap MLB jerseys Many academic librarians, certainly those in administration, are themselves holders of the Ed.D. While I think Levine’s argument for some sort of M.B.A. in education curriculum for those who want to be K-12 administrators makes sense, I would argue that the Ed.D. should continue on as a valuable degree for wholesale mlb jerseys higher education administrators. For one thing, most Ed.D. programs will have a track in higher education administration that offer a good mix of theoretical (e.g., governance, history) and practical (strategic planning, statistics, law) cheap jerseys courses that will enable a library administrator to have a far better understanding of higher education institutions. But is writing a dissertation of much value? How does that help an academic librarian? The other good thing about the Ed.D cheap mlb jerseys (and perhaps as opposed to the Ph.D.) is that the dissertation project can focus on a practical administrative topic. The research could involve quantitative or qualitative methods, or both. That alone does a better job of preparing academic librarians to conduct research and write it up. I think anyone who perseveres through the dissertation process will be far more confident when tackling research for publication and presentation. While I doubt Levine’s report will bring an end to the Ed.D, for K-12 or academic administrators, I hope those who read the report or the Chronicle article Of will remember that the Ed.D isn’t just Eveniment for K-12 principals. It’s a degree with merit for academic librarians who want to pursue administrative opportunties – or who just wish to be better students Boilers of higher education.