Privacy and Data Management

Did you know the No Child Left Behind Act has a super secret, hidden provision that requires all public high schools to provide the names, ages, phone numbers, and addresses of all male students to the Department of Defense? This type of data mining has ushered in the age of... BIG DATA.

Big Data... that sounds kind of scary, right? Well it is. Big Data is defined (by danah boyd and Kate Crawford, 2012) as a cultural, technological, and scholarly phenomenon that rests on the interplay of:

1. Technology: maximizing computation power and algorithmic accuracy to gather, analyze, link, and compare large data sets. 
2. Analysis: drawing on large data sets to identify patterns in order to make economic, social, technical, and legal claims. 
3. Mythology: the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible, with the aura of truth, objectivity, and accuracy.

Basically, Big Data is ushering in a radical change in how we think about research. Knowledge isn't concerned with quality of information, but is focused on quantity of information. With this large amount of data, it is very important that researchers realize their own biases for information. There is no such thing as pure impartiality, and when taken out of context, Big Data can lose its meaning. 

Since librarians are in charge of curating and working with Big Data, the ALA has published a guide to Keeping up with Big Data. Since the massive volume and low cost of data storage, it is easily acquired by libraries, and will be needed especially within academic libraries, as the patron's future job may be working solely with Big Data.

Relevant readings:

• boyd, danah, & Crawford, K. (2012). Critical Questions for Big Data. Information, Communication & Society, 15(5), 662–679.
• Ferguson, S., Thornley, C., & Gibb, F. (2014). How do libraries manage the ethical and privacy issues of RFID implementation? A qualitative investigation into the decision-making processes of ten libraries. Journal of Librarianship and Information Science, 0961000613518572.
• Solove, Daniel. "Why Privacy Matters When You Have 'Nothin' to Hide'"  [a thought piece by Daniel J. Solove from The Chronicle of Higher Education, May 15, 2011]

Scholarly Communication

The new open access initiative is trying to enable a more socially responsible and equitable way of sharing scholarly work. The free exchange system has six parts:

1. Creation - key function of the model, the domain of scholars
2. Quality Control - the editorial process through peer review, also the domain of scholars
3. Production - the job of the publishers
4. Distribution - handled by both libraries and publishers, with libraries disseminating the finished publication to most readers
5. Consumption - the domain of scholars, students, and non-scholars
6. Support - provided by institutions (i.e. universities, governments, granting institutions and tax payers)

This type of sharing at low (or no) cost greatly undermines the current science journal market, which has become increasingly frustrating as prices have soared for these journals. This new open access initiative is making it possible for libraries on tight budgets to provide useful information to their patrons.

Relevant readings:

• Rose-Wiles, Lisa M. "The High Cost of Science Journals: A Case Study and Discussion," Journal of Electronic Resource Librarianship 23.3 (2011): 219-241.  
• Heidorn, P. B. (2011). The Emerging Role of Libraries in Data Curation and E-science. Journal of Library Administration, 51(7-8), 662–672.
• Stodden, Victoria. "Enabling Reproducible Research: Licensing For Scientific Innovation," International Journal of Communications, Law and Policy, 13 (Winter 2009): 1-25.
• Yiotis, K. (2013). “The open access initiative: a new paradigm for scholarly communications.” Information technology and libraries, 24(4), 157–162.

Current Information Environment (2015)

With technology offering limitless amounts of information at your fingertips, information has become a commodity, and with that the deprivation of information a means of control. As mentioned in my Information, Secrecy, and Control post, the government has withheld access to a lot of information. Fortunately, President Clinton tried to change to a nation with government transparency by declassifying many classified documents while in office. Regardless of Bush's attempt to revert this act by reclassifying more than 55,000 documents, and destroying.editing others to represent the government in the way he saw fit, President Obama did away with these orders, and established a National Declassification Center. 

However, the government isn't the only party interested in information control. The privatization of information and information services by corporations only benefits those who own the information. Imagine the privatization of a university, the research data would be owned by the company in control of the university. Only research furthering the cause of the owner would be funded substantially. Overall, the priorities of the corporation funding the university take precedence. 

The ALA has taken a stance  on outsourcing and privatization of information saying:

ALA affirms that publicly funded libraries should remain directly accountable to the publics they serve. Therefore, the American Library Association opposes the shifting of policy making and management oversight of library services from the public to the private for-profit sector.

The library community works with the idea that freedom to information access is an important component of their services. When a company or government with an agenda takes charge, the user may not be able to find the information he/she is looking for, as the information may be classified or even destroyed.

Relevant readings:

• Braman, Sandra. "Forms and Phases of Power: The Bias of the Informational State," Chapter 2 in Change of State: Information, Policy and Power.  Cambridge, MA: MIT Press, 2009: 9-38.
• Schiller, Dan. "How to Think About Information," Chapter 1 in How to Think About Information. Urbana: University of Illinois Press, 2006: 3-16.
• Schiller, Herbert. “Data Deprivation” Chapter 3 in Information Inequality: The Deepening Social Crisis in America. New York: Routledge, 1996: 43-57.

Information, Secrecy, and Control

The FBI has not been here

As I've probably mentioned many times in other blog posts, librarians should be focused on the privacy of their patrons. However, there have been instances in history where the government has overstepped its bounds to ensure "national security." Below are some examples from recent history:

COINTELPRO (COunter INTELligence PROgram)

• Started in late 1950s and ended in 1971
• Main mission was neutralizing "political dissidents"
• Included surveillance at meetings in libraries

FBI Library Awareness Program

• Started in 1980
• Main mission to find out what was "interesting to people from Eastern Europe when they visited premier research libraries in the United States" (Foerstel, 1991)

Patriot Act (Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism Act)

• Started in 2002 
• Lowered legal standard for requiring information
• Intended to update wiretap and surveillance laws for the Internet age
• Allows FBI to obtain search warrant for "any tangible thing"
• Does not require probably cause

PRISM Surveillance Program

• Began in 2007
• Mass electronic surveillance data-mining program
• Supervised under FISA (Foreign Intelligence Surveillance Act)
• Leaked by NSA contractor Edward Snowden in 2013

You may be thinking: what does this have to do with libraries? Libraries are specifically mentioned in the Attorney General's press conference, information gathered is NOT limited to National Security issues, and there is the potential for intimidation of users - thus creating a chilling effect on open use. The ALA has already issued a call for public dialogue. If we will not fight for our patrons' rights, who will?

Relevant readings:

• Foerstel, H. N. (2004). Chapters 1 &3. Refuge of a scoundrel: The Patriot Act in libraries. Westport, CT: Libraries Unlimited, 2004. (pp 1-44, 75-102).
• Kalev Leetaru and Scott Althaus. "Airbrushing History, American Style," University of Illinois at Urbana-Champaign (November 25, 2008)
• Saito, Natsu Taylor. "Whose Liberty - Whose Security - The USA PATRIOT Act in the Context of COINTELPRO and the Unlawful Repression of Political Dissent," Oregon Law Review, 30-Sept-03 (2003).

Intellectual Property and Copyright

We've all heard of copyright, trademarks, patents, industrial design rights, and trade secrets. These are some of the most important components of intellectual property. Let's address this important issue by answering some questions.

What does copyright do?

• It gives certain rights, for a limited time, to the creator of an original work.
• It applies to expressions of ideas in a fixed form (does not apply to facts, ideas, or methods).
• It differs from patents, which give rights to inventions.
• It seeks to provide a balance between the rights of the creator to her or his expression and the rights of other to use that creation.
• It, in terms of property rights, may be (and often is) not owned by the creator of the work.

Why does copyright matter?

• It guides and sets limits on what modes we preserve information resources - and provide lon term access.
• It circumscribes in what modes we can disseminate it.
• It controls the rights we have to acquire different kinds of information.
• It dictates the terms by which we use information owned by others.
• It dictates the claims we can exert on our own creations.
• It applies to cultural property in various ways and to archives as well as print, audio, video, digital, and other instantiated creative works. 

How does copyright effect Library and Information professionals?

• Creates limitations/concerns about creating content from collections (what content should be excluded?)
• Creates limitations/concerns about dissemination (fear of being an inducer to infringement)
• Problems with accessibility for blind/physically handicapped (e.g. text to speech app vs. audio book)

How do we combat issues arising due to copyright?

• Public Commons/Doman
• Enables follow-on innovation
• Promotes spread of information
• Enables low cost access to information
• Promotes democratic process and values

Overall, moving information from the public domain into private ownership only helps the owner. Making money off of innovation stunts the growth of information and advancement. As a librarian, copyright will always be a factor, but that does not mean we can allow the patron's right to information access to be revoked by private owners. 

Relevant readings:

• Boyle, J. (2003). The second enclosure movement and the construction of the public domain. Law and contemporary problems, 66(1/2), 33–74.
• Howard, Jennifer. "Long-Awaited Ruling in Copyright Case Mostly Favors Georgia State U" Chronicle of Higher Education, May 13, 2012.
• McDermott, A. J. (2012). Copyright: regulation out of line with our digital reality? Information Technology and Libraries, 31(1), 7–20.
• Stanford Copyright and Fair Use, mainly 
• Chapter 0 "Copyright FAQs"
•  Chapter 9 "Fair Use"

Use, Users, and Social Responsibility of Libraries

How do people use libraries? ALA's State of American Libraries Report  shows that users utilize the library in the following ways:

• 73% - Browsed the shelves for books or media
• 73% - Borrowed print books
• 54% - Got help from a librarian
• 49% - Sat, read, and studied/watched/listened to media
• 46% - Used a research database
• 41% - Attended of brought a youngster to a class, program or event for children/teens
• 40% - Borrowed a DVD or videotape of a movie/TV show
• 30% - Read/checked out printed magazines or newspapers
• 23% - Attended a meeting of a group to which they belong
• 21% - Attended a class, program, or lecture for adults
• 17% - Borrowed or downloaded an audiobook
• 16% - Borrowed a music CD

Research also shows patrons would like to see the following services implemented:

• 73%  - online research services to pose questions and get answers from librarians
• 69%  - technology "petting zoos" to try out new technology
• 64%  - library recommendation schemes that are based on patrons' prior library behaviod ("Amazon style")
• 63% - App-based access to library materials and programs
• 63% - lending machines and kiosks located throughout the community where people can check out books, movies, or music without having to go to the library directly ("Redbox style")
• 62% - GPS navigation app to help patrons find materials inside library buildings

In the case of these findings, it would be hard for libraries to implement what the patrons would like, seeing as the actual uses of patrons reflect that of "traditional" library uses - checking out books, reading at the library, or researching online. Libraries need to advertise all of their services to patrons, so these newer technologies can be implemented for libraries. Without being able to provide proof patrons are moving towards new technology, funding will not be allocated to developing that area.

According to Bertot (2006), Libraries serve as a first refuge for public access in times of community-wide crisis, ( a local case for those at the University of Alabama being the F5 Tornado on April 27, 2011), a ready access point for personal-government-related tasks that need to be completed online (i.e. taxes, unemployment/food stamp application, etc.), a first choice, trusted entity that patrons turn to for help. It is important to remember, as a librarian, we are servants of this entity and the community. We have a responsibility to uphold these ideals and maintain relationships with our users.

Relevant readings:

• Bertot, J. C., Jaeger, P. T., Langa, L. A., & McClure, C. R. (2006). Public access computing and Internet access in public libraries: The role of public libraries in e-government and emergency situations. First Monday, 11(9). Retrieved fromhttp://uncommonculture.org/ojs/index.php/fm/article/view/1392
• Jaeger, Paul T. et. al.  "Describing and Measuring the Value of Public Libraries."  First Monday, 16:11 (November 2011).
• Gehner, John. "Libraries, Low-Income People, and Social Exclusion," Public Library Quarterly 29(1), 2010.
• Hersberger, J. (2002). Are the economically poor information poor? Does the digital divide affect the homeless and information access? Canadian Journal of Information and Library Science, 27(3), 45-63.

Intellectual Freedom & Censorship

Intellectual freedom is a core value of LIS. This means individuals have:

• the right to seek and success information on any topic, and from any perspective
• the right to freely express opinions and beliefs in unrestricted manners and means
• right of individuals to speak (in whatever medium)
• free speech is limited by law (defamation, slander, classified information, speech presenting clear and present danger - "fire!" in a crowded theater), by contract (internet filtering CIPA), and by medium (broadcast censorship - tv/radio)

ALA's Freedom to Read states the library field's stance on the freedom to read, and as current/future librarians we should make sure all of our patrons feel this freedom. For instance, according to the Library Bill of Rights' First Amendment, children and teens have the same rights as adults to select the materials they wish to read. We as librarians have the responsibility to serve all of the public, regardless of age. 

Relevant Readings:

• Asheim, Lester. "Selection and Censorship: A Reappraisal," Wilson Library Bulletin, 58:3 (November 1983): 180-184.
• Dresang, Eliza. "Intellectual Freedom and Libraries: Complexity and Change in the Twenty-First-Century Digital Environment." Library QuarterlyVol. 76, no. 2. pp. 169-192 (2006).
• Mill, John Stuart. "Of the Liberty of Thought and Discussion," Chapter 2 in On Liberty. (Originally published in 1869. Available in many places if you do not want the linked Web copy.)
• Zimmer, M., & McCleer, A. (2014). The 2009 West Bend Community Memorial Library Controversy: Understanding the Challenge, the Reactions, and the Aftermath. Library Trends, 62(4), 721–729.

Literacies

The concept of "literacy" is complex, and changes over time. We have gone from the days where literacy means solely being able to read written text. With new technologies being incorporated into the daily routine, there are technological literacies that must be acquired. People cannot simply rely on knowing how to read. Buschman (2009) effectively broadens the idea of literacy to mean inter-related concepts involving "reading, the teaching of reading, writing, and the teaching of writing, speech/orality and the acquisition of language...and the technologies affecting text and the changing nature of text."

Literacy within the LIS field means:

• guiding readers to "good" reading
• guiding readers to enlightenment
• guiding readers to read for moral/personal and civic reasons
• proliferating new materials and resources
• encouraging and facilitating information literacy

Relevant readings:

• Buschman, John. "Information Literacy, 'New Literacies, and Literacy." The Library Quarterly, Vol. 79, No. 1 (January 2009), pp. 95-118.
• Clanchy, M.T. "Looking Back from the Invention of Printing." Quarterly Journal of the Library of Congress, 39(3):169-183.
• Freire, Paulo. "The Adult Literacy Process as Cultural Action for Freedom." Harvard Educational Review 40(2) (May 1970): 205-225.
• Radway, Janice A. "Reading is Not Eating: Mass-Produced Literature and the Theoretical, Methodological, and Political Consequences of a Metaphor." Book Research Quarterly 2 (Fall 1986): 7-29.

Memory Institutions

"Memory Institution" is a fancy name given to libraries, museums, and archives. While it may sound pretentious, it is actually very fitting for what these entities do. Basically they collect, preserve, and make accessible through time the world's culture, knowledge, and information. Each have a specific type of material and way in which they work with it, but all have a shared educational focus and commitment to the preservation and access to knowledge.

• Libraries - work with individual, non-unique items, they are user-driven repositories.
• Museums - work with specific, unique items, they are curator-driven and provide curatorial context for objects
• Archives - work with a unqiue group of works, they are research-driven, and maintain a particular context for the overall collection

Relevant readings:

• Augst, Thomas. Faith in Reading: Public Libraries, Liberalism, and the Civil Religion. In The Institutions of Reading: The Social Life of Libraries in the United States, ed. Thomas Augst. Amherst, MA: University of Massachusetts Press, 2007: 148-183.
• Eaton, A. W., & Gaskell, I. (2009). Do Subaltern Artifacts Belong in Art Museums? In J. O. Youngessor & C. G. Brunkessor (Eds.), The Ethics of Cultural Appropriation (pp. 235–267). Wiley-Blackwell.
• Gilliand, A. (2011). Neutrality, social justice and the obligations of archival education and educators in the twenty-first century. Archival Science.
• Harris, Michael. "The Purpose of the American Public Library." Unpublished manuscript. 1972.
• Malone, C. K. (2000). Toward a multicultural American public library history. Libraries & Culture, 35, 77-87.
• Schwartz, Joan, & Cook, Terry. (2002). Archives, Records, and Power: The Making of Modern Memory. Archival Science, 2(1/2), 1-19.
• Weigand, W. (1989). The development of librarianship in the United States. Libraries & Culture, 24(1), 99-109.

Introduction to the Profession

The study of library and information science is mainly user focused with concern for the creation, management and uses of information. Its core values are presented by the American Library Association (ALA) on their site. For those of us trying to get our Masters of Library and Information Science (MLIS), it can be a struggle to explain the value in "library school." Michael Kelley's article at libraryjournal.com is a great jumping off point for new library students. Within the article, Kelley raises many concerns about the worth of an ML(I)S, and I found the comments to be a great place to get engaged with the debate of the validity of this degree.

Also, as a beginning student, it is good to have resources for professional LIS organizations. Below are the sites for 4 organizations of specialists within the LIS field:

• www.ala.org
• www2.archivists.org
• www.asis.org
• www.sla.org

Basically, if you are contemplating a degree in library science, or have just started a degree, it is important to know the realities of your future with this degree, and have contacts to the organizations within the field that could help you land your dream job.