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Professor Andrew Dillon's presentation "Perspectives on the evidence, value and impact of LIS research: conceptual challenges" at the LIS Research Coalition conference, British Library Conference Centre, London 28 June 2010: http://lisresearch.org/conference-2010/, hashtag #lisrc10
Citation preview
Perspectives on the evidence,
value and impact of LIS research:
conceptual challenges
Andrew Dillon
School of Information
University of Texas
MAIN POINTS
Major background shifts in ecology of info
Impact and value elusive to measure
Designing our role around human and social
responses
Info as the field for accelerating discovery
BACKGROUND SHIFTS
Emergence of an expansive cyberinfrastructure
Data shift from standalone, controlled to networked, aggregated, and accessible
Longer-lived population of potential lifelong learners
More diverse educational experiences
Leadership gap
2:1 ratio of those leaving: those entering the info workforce
99.99% of all new data is created digitally
And a user population comfortable with this
Concerns with curation, management, access are now widespread beyond the „owning‟ discipline
The playing field……
More than 1.2bn Internet users, 2bn anticipated by 2015
150m adults in US use internet daily Using Email ~ 100m Search engine ~ 75m Just for fun – 70m Research ~ 21m Watch video/music ~ 30m
40m users claim the internet is their primary source of scientific information (and 80% of these check the info for accuracy)
Pew Internet & American Life Project, 2010
On the horizon…
The cell phone refusniks disappear– only 15% of US adults report not owning one
By 2020 majority of info will be in the
cloud, 72% of expert users anticipate this replacing their
PC
Collection development as we know it will
cease
Buildings won‟t house collections
Faculty view libraries as purchasers
Rise of the „e-patient‟ in all areas is likely
Shifts in sub-disciplines of
information:
L vs. I
Human Factors – HCI – CSCW
Now they don‟t talk to teach other
Management Information Systems
Identity crisis post 2000
Computer Science
Confidence crisis in the information age (Klawe
and Shneiderman 2005)
Boundary confusion
LIS
Social Informatics
Information Science/Studies/Technology
Instructional/Educational Technology
Information
Architecture/Policy/Management/……
Credentials and jurisdiction under
question
Professions shift (inelegantly) according to cultural and social forces
Speed of digital development creates instability in expertise and credentialing
This instability creates turf wars and fault-line
thinking Paper v. digital
Library v info
Us v them
“There has been more change in last decade than in preceding century”
National Academies “Preparing for the Revolution” (2007)
INFO IS PART OF WHO WE ARE
15,000 BC Cave paintings
3500 BC traces of early writing
2500 BC Library at Ebla
2000 BC first catalog
1000 BC Phoenecian alphabet formed
800 BC early Greek writings
290 BC Library of Alexandria
100 BC first bound books
400 AD First copyright case
700 AD wood block prints
1100 Moveable type
1455 Gutenberg‟s metal type
1583 first use of a digital classification system
1650 first daily newspaper in Leipzig
1714 first mechanical typewriter
1814 first photographs
1831 First electric telegraph
MARKING OUR PROGRESS…..
AND IT KEEPS GOING….
1930 first television broadcast
1937 first photocopier
1938 ballpoint pen
1941 Z3 – software based computer
1945 – As we may think published
1947 - cellular phone invented
1969 ARPANet
1993 Mosaic browser released
1999 Blackberry released
2004 Facebook launched
2005 Google print library
2007 iPhone
2010 ?
SO WHAT?
Civilization shifts as information explodes
language, writing, printing…computing
Computing moves from calculation to augmentation
We are at a moment of profound change in the ecology of information
Whose perspective on this is correct?
What is the LIS perspective?
“Nobody reads anymore”
And yet…
1.1 2.55.9
8.612.7
28.2
46
0
5
10
15
20
25
30
35
40
45
50
2008 2009 2010 2011 2012 2013 2014
Global Estimates of e-Readers Sales
Total Units Sold in Millions
“we feel the ebook moment is finally here”.VP of Oxford University Press, Casper Grathwohl 2009
The Gutenberg
Parenthesis?
The last 500 years an anomaly
Oral culture shifted to written culture
Words became contained in media
Categorization flourished
But it was „temporary‟
The web is a return to pre-Gutenberg
orality
The space for LIS
Too much emphasis on
search, location, retrieval
Too little emphasis on longitudinal outcomes
Meaning has proved an elusive quality
Human engagement beyond target is untouched
Sharing (not just pointing) under appreciated
Large number of users for whom digital info
remains non-accessible
Human Computer
Inequality
It’s the gap not
the movement
that matters
Truth is not tech-based
Three real worries:
A new literacy is emphasizing search over
comprehension
We study technology at expense of humans
We lose the perspective of time
The „literacy‟ of S-R
Search & Retrieval: The new stimulus-
response arc
“It is clear …new forms of “reading” are
emerging as users “power browse”
horizontally through titles, contents pages
and abstracts going for quick wins.”.
60% of e-journal users (over 5 year period)
view no more than three pages, and the
majority never return
Ciber Briefing
Speed is of limited value
Australia moved from a monthly calendar
in reporting its balance of trade figures to
a quarterly calendar because it was felt
that the noise in the monthly statistics
were injecting too much volatility into the
price signals from financial markets. Morris and Shin, 2002, The Social Value of
Public Information
What makes information
valuable?Friberg and Reinhardt
2009
A survey of 610
managers across 21
companies shows that
54% of see the biggest
barrier against making
good decisions is
inconsistent, deficient, a
nd incomplete
information in
organizations
Major criteria for Info
Quality:
Comprehensibility
Believability
Relevance
Timeliness
[Completeness]
THE QUALITY CRUX
Comprehensible?
Timely?
Believable?Choose any
two
Studying reputation
Participants:100 university
undergraduates (59
female)18-26 years old
Read/listened to
introductory text (half were
told about focus group)
Read 2 articles and
evaluated their credibility
(half read Article 1 as
Wikipedia and Article 2 as
Britannica)
Took a series of personality
and demographic
measures
Main findings
Article 1 Britannica Wikipedia F p
Perceived credibility 3.80 3.46 9.65 .002
Recommend to others 3.48 (1.18) 3.24 (1.03) 2.41 .12
Article 2
Perceived credibility 4.15 (0.27) 3.9 (0.29) 25.75 .001
Recommend to others 4.2 (0.97) 3.54 (0.93) 12.72 .001
The information
professional? Any consideration of our role must
include:
knowing,
designing for,
reinforcing better information behaviors?
The questions are about people, the
technology is about supporting them
We must identify the human rules and
keep them to the fore in all info system
discussion
DATA IS STORED, INFORMATION IS EXPERIENCED
data users
media
tion
context
arc of interpretation
arc of exploration
Measuring impact
Evidence-based research models not well
suited
LIS has much qualitative work
Hard to meta-analyze
The drive for „impact‟ encourages “trendy”
work
INFORMATION EXPERIENCED IN THE PURSUIT OF
DISCOVERY
Enabling it
Accelerating it
Retaining it
Providing opportunities for it
And designing spaces for it Physical and digital
Curation
Organization Interaction
THE DISCOVERY
DISCIPLINE? Foundations:
analysis of human learning
The provision of curated resources
The design of enabling spaces
the culture of open enquiry
It is art and science,
It is politics and economics
Its research and teaching
It is a social contract with our future
INFO FACILITATES DISCOVERY
THROUGH:
the organization and presentation of data for exploration and use
the design of data-human interfaces that enable exploration
the curation of data collections for quality and detail over time
the examination of the value of information in the discovery process
the examination of policies and procedures governing access and
use
the support of dynamic ecologies for learning, wherever they are!
the analysis of how appropriate information access benefits a
society
the protection of citizens‟ rights to access and share information