Facet Publishing have announced the release of Heather Ryan and Walker Sampson’s The No-nonsense Guide to Born-digital Content.
Libraries and archives of all sizes are collecting and managing an increasing proportion of digital content. Within this body of digital content is a growing pool of ‘born-digital’ content: content that has been created and has often existed solely in digital form. The No-nonsense Guide to Born-digital Content explains step by step processes for developing and implementing born-digital content workflows in library and archive settings and includes a range of case studies collected from small, medium and large institutions internationally.
Authors Heather Ryan and Walker Sampson said,
Our book is for librarians and archivists who have found themselves managing or are planning to manage born-digital content and who may feel somewhat unsure of their ability to take on a task that by all appearances demands a high level of technological expertise
The book covers the basics of digital information; selection, acquisition, accessioning and ingest; description, preservation and access; methods for designing and implementing workflows for born-digital collection processing; and strategies and philosophies to move forward as technologies change.
Trevor Owens, Head of Digital Content Management at the Library of Congress said,
Librarians, archivists and museum professionals need to collectively move away from thinking about digital, and in particular born-digital, as being niche topics for specialists. If our institutions are to meet the mounting challenges of serving the cultural memory functions of an increasingly digital-first society the institutions themselves need to transition to become digital-first themselves. We can’t just keep hiring a handful of people with the word ‘digital’ in their job titles. You don’t go to a digital doctor to get someone who uses computing as part of their medical practice, and we can’t expect that the digital archivists are the ones who will be the people who do digital things in archives. The things this book covers are things that all cultural heritage professionals need to get up to speed on.
Heather Ryan is the Director of Special Collections, Archives & Preservation and Assistant Professor at the University of Colorado Boulder Libraries. She earned her PhD in Information and Library Science from the University of North Carolina at Chapel Hill.
Walker Sampson is the Digital Archivist at the University of Colorado Boulder Libraries. He earned his MS in Information Science at the University of Texas at Austin before beginning work at the Mississippi Department of Archives and History in 2011.
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Guest post by David Haynes, author of Metadata for Information Management and Retrieval, 2nd edition: Understanding metadata and its use
Use of metadata by the security services
“Metadata tells you everything about somebody’s life. If you have enough metadata you don’t really need content” (Schneier 2015, p.23)
If anyone wondered about the importance of metadata, this quote by Stuart Baker of the US National Security Agency should leave no-one in any doubt. The Snowden revelations about the routine gathering of metadata about international telephone calls to or from the United States continues to have repercussions today (Greenwald 2013). Indeed Privacy International (2017) has identified the following types of metadata that is gathered or could be gathered by security agencies:
- Device used
- Length of call
“Metadata in aggregate is content” as Jacob Appelbaum observed when the Wikileaks controversy first blew up (Democracy Now 2013). In other words when metadata from different sources is aggregated it can be used to reconstruct the information content of individual communications.
Invasion of privacy or personal benefit?
These concerns extend well beyond the use of metadata by Governments and the security services. The social media giants prosper by exploiting personal data and targeting digital advertising. Personal profiles of targeted individuals are based on metadata about online use and are the basis of online behavioural advertising. Cookies and other tracking technologies can monitor the online activity of an individual to predict future behaviour. Metadata about online sessions reveals a great deal about an individual and his or her life. This may extend to gathering information about friends, family, colleagues and other contacts.
The upside of this is that metadata is a powerful tool to facilitate use of online services, by remembering users’ preferences and delivering content that is more likely to be of interest or relevance to them. This has to be balanced against the risks associated with online disclosure of personal data.
Metadata describes an information object whether that be raw data or more descriptive information about an individual. This is important because the treatment of metadata has become a political issue. Personal data, especially data that reveals opinions, attitudes and beliefs is potentially very sensitive. Use of this personal data by service providers or by third parties can expose users to risks such as nuisance from unwanted ads, harassment from internet trolls or fraud through identity theft, if the data is not held or transmitted security. Many digital advertisers would say that because the data is aggregated it is not possible to identify individuals – i.e. the data is anonymised. However this is no protection against privacy breaches as has been demonstrated by Narayanan and Shmatikov (2009) and others.
Daniel Rosenberg (2013) makes a nice distinction between data, facts and evidence. Data if true may be a fact, but if false ceases to be a fact. Samuel Arbesman (2012) in his book ‘The Half Life of Facts’ introduced the idea that in a given period half the certainties that we had are shown to be false or are superceded by new understandings and that they cease to be ‘facts’. Data, whether it is true or not, continues to be data, but is only factual if true. Perhaps there is some way of recording the reliability of information or data so that it can be exploited appropriately. Many of the arguments and counter-arguments on climate change for instance centre on the quality and veracity of the evidence used by each side of the debate. This idea is not new, as medical researchers have for some time evaluated the quality of research used to make clinical decisions. This information about the quality and reliability of data is metadata.
Metadata is political
Metadata has become a political issue because of its use by security agencies and because of wider privacy issues in the commercial world. Anyone who had asked the question ‘What does metadata matter?’ prior to 2013 will realise just how important a bearing it has on current political issues. The Fourth Amendment to the U.S. Constitution protects ‘The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures’ (United States 1791). A lot hangs on the interpretation of privacy as Solove (2011) has so eloquently discussed in his book ‘Nothing to Hide’. ‘Fake news’ is not new, but the phenomenon has reared its head in recent elections and is unlikely to go away any time soon. Good governance also depends on a good understanding of metadata and accountability for past actions.
Metadata for information management and retrieval
In the new edition of Metadata for Information Management and Retrieval, published in January 2018 I consider the origins of metadata and look at the ways in which it is used for managing information resources. The ethical dimensions of metadata are explored and issues such as governance, privacy, security and human rights are considered. The book also discusses the digital divide and the potential that metadata has for making information accessible to wider audiences.
Metadata has an important role in politics and ethics. How then do we manage it to best effect?
Haynes, D (2018) Metadata for Information Management and Retrieval: understanding metadata and its use. ISBN 9781856048248. Facet Publishing. London, 2018, 267pp. http://www.facetpublishing.co.uk/title.php?id=048248
You can follow David on Twitter @JDavidHaynes
Arbesman, S., 2012. The half-life of facts : why everything we know has an expiration date,
Democracy Now, 2013. Court: Gov’t Can Secretly Obtain Email, Twitter Info from Ex-WikiLeaks Volunteer Jacob Appelbaum. Available at: https://www.democracynow.org/2013/2/5/court_govt_can_secretly_obtain_email [Accessed March 21, 2017].
Greenwald, G., 2013. NSA Collecting Phone Records of Millions of Verizon Customers Daily. The Guardian. Available at: http://www.theguardian.com/world/2013/jun/06/nsa-phone-records-verizon-court-order [Accessed July 7, 2014].
Narayanan, A. & Shmatikov, V., 2009. De-anonymizing Social Networks. In 2009 30th IEEE Symposium on Security and Privacy. IEEE, pp. 173–187.
Privacy International, 2017. Privacy 101. Metadata. Available at: https://www.privacyinternational.org/node/53 [Accessed March 23, 2017].
Rosenberg, D., 2013. Data before the Fact. In L. Gitelman, ed. “Raw Data” is an Oxymoron. Cambridge, MA: MIT Press, pp. 15–40.
Schneier, B., 2015. Data and Goliath: the hidden battles to collect your data and control your world, New York, NY: W.W.Norton.
Solove, D.J., 2011. Nothing to Hide: the false tradeoff between privacy and security, New Haven, CT: Yale University Press.
United States, 1791. U.S. Constitution Amendment IV, United States.
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Last Thursday was the first ever International Digital Preservation Day. People from all around the world came together to celebrate the collections preserved, the access maintained and the understanding fostered by preserving digital materials.
Throughout the day we shared some free chapters from some of our digital preservation books which we have gathered below in one handy reference post.
- An extract from Adrian Brown’s DPC Preservation Award-Winning book Practical Digital Preservation
- Digital preservation strategies for visualizations and simulations – a free chapter from Preserving Complex Digital Objects by Janet Anderson, Hugh Denard and William Kilbride
- Digitization in the context of collection management – a free chapter from Anna E Bulow and Jess Ahmon’s Preparing Collections for Digitization.
Finally, it didn’t quite make it in time for IDPD17, but Brianna Marshall’s The Complete Guide to Personal Digital Archiving is out today.
Today marks the end of Global Media and Information Literacy Week 2017. The theme for this year’s event was Media and Information Literacy in Critical Times: Re-imagining Ways of Learning and Information Environments. Throughout the week Facet participated by sharing ‘look inside’ previews from our information literacy books, guest blog posts and video posts from our authors. We have gathered all of those resources together in one handy reference post below.
‘Look inside’ chapter previews
Blog & video posts from Facet authors
Nicole E. Brown and Kaila Bussert shared a step-by-step exercise which could be incorporated into information literacy teaching to develop student’s visual literacy skills in their blog post Develop Your Visual Literacy
Trudi E. Jacobson and Thomas P. Mackey explored ways to advance critical thinking and learning in today’s world with their blog post Advancing Metaliteracy
Sarah McNicol asked Why should critical literacy matter to information professionals?
Joanna M. Burkhardt offered 6 suggestions for teaching information literacy
Phil Bradley’s short video navigates social media with A Guide for Checking Authority and Validity
Tim Buckley Owen showed us ways in which library and information professionals can learn from journalist’s techniques in his blog post Spotlight on Spotlight: What can library and information professionals learn from journalists?
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Critical literacy is an approach to learning and teaching that has gathered momentum in recent years as it has become widely used in classrooms around the world. Critical literacy is not just important for formal education settings however. It is also relevant for libraries because it is an approach that can engage students (or other users) in more active forms of reading and more creative ways of critiquing texts, as well as equipping them with skills and strategies to challenge social and political systems.
What is critical literacy?
Critical literacy differs from most models of information literacy because it is not simply about the ability to evaluate information for features such as authenticity, quality, relevance, accuracy, currency, value, credibility and potential bias. Instead, it addresses more fundamental questions about the nature of knowledge.
One way of describing critical literacy is as a process that, ‘challenges the status quo in an effort to discover alternative paths for self and social development’ (Shor, 1999). This description highlights two key components of critical literacy. Firstly, it has a focus on practical action and community engagement. Secondly, critical literacy is concerned with the social and cultural contexts in which traditional, digital, multimedia and other types of texts are both created and read. Critical literacy is not about studying texts in isolation, but developing an understanding of the cultural, ideological and sociolinguistic contexts in which they are created and read. It involves an explicit commitment to equity, social justice and inclusion.
Authors and readers
A fundamental notion of critical literacy is that all texts are constructed(by one or more authors) and serve particular interests or purposes. As texts are written or created by people, who all have their own views of the world, no text is completely neutral and objective. For example, when they write, an author makes conscious and unconscious choices about what to include and exclude and how to represent the things or people they depict.
However, it is not just the author who has an important role. Just like authors, all readers have their own experiences and knowledge whichthey bring to a text. This means that each person interprets a text differently and multiple ways of reading a single text are not just possible, but inevitable. In contrast to more conventional approaches to resource evaluation, with critical literacy there is no single ‘correct’ way to read and respond to a text.
This means that critical literacy can allow students to move beyond merely retelling information to become actively engaged with texts as they start to exercise their power as readers to interrogate what is written and question the ideological standpoint of the author to form their own interpretations. Critical literacy also helps students to see connections between texts they read and the ‘real world’ as they come to realise how the experiences and opinions of both the author and reader are integral in shaping any text.
Some practical examples
Critical literacy is a theory that is highly relevant to the practical work of library and information workers across all sectors including academic, schools, public, workplace, prisons and health. In the case of public libraries, it can support social inclusion activities and offer alternative ways of framing reading promotion. In healthcare settings, critical literacy approaches can empower patients and challenge stigma. When working with young offenders, or at-risk young people, critical literacy can help to improve decision-making skills. In schools, it can have a role both within subjects such as Communication studies and in extra-curricular activities. It can also enhance the school librarian’s role within the school as they become engage in debates around the use of new media and academic honesty. When working with both undergraduate and post-graduate university students, critical literacy can move the librarian’s contribution to the learning process far beyond the simplistic database demonstration session to a more active, questioning approach that can profoundly impact on how students interact with information. Critical literacy can also support librarians’ work with particular user groups. For example, in the case of international students, disabled users; or adult learners, critical literacy can help to reframe difference as an asset rather than a deficit.
There is no doubt that adopting a critical literacy approach in a library setting can be highly challenging. Teaching students that there is no single ‘correct’ way to read a text and that evaluating a resource is not a process which can be reduce to a simple checklist requires considerable time, skill and confidence. However, the potential benefits can be immense.
These are just some brief examples of the ways in which critical literacy can be used within libraries and information services. Is your library using (or planning to use) critical literacy approaches in any way? If so, please let us know.
Critical Literacy for Information Professionals, edited by Sarah McNicol, provides a foundation of critical literacy theory, as applied to libraries, combines theory and practice to explore critical literacy in relation to different user groups, and offers practical ways to introduce critical literacy approaches in libraries.
Sarah McNicol is a research associate at the Education and Social Research Institute, Manchester Metropolitan University, UK.
This blog post originally appeared on the CILIP blog in March 2016. You can view the original post here: https://www.cilip.org.uk/blog/why-should-critical-literacy-matter-information-professionals