Web 3.0, The Movie

Back in 2010, Kate Ray made a documentary about the then, early years of the semantic web. Enjoy

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Paper Review: The role of networking and social media tools during job search: an information behaviour perspective

Published in 2016, The role of networking and social media tools during job search: an information behaviour perspective, written by Prof. Hazel Hall, Prof. Robert Raeside and John Mowbray is an analysis of the available literature concerning networking behaviours of young jobseekers in both online and offline environments. Concentrating on three key themes: the use of social networks and informal information channels during job searches; networking behaviours in job search; and the use of social media tools, the paper offers an informative introduction, to a largely unexplored area.

Touching on the importance of ‘loosely-knit social circles’ that are generated using social networking sites, the paper recommends the need for further examination of young jobseekers’ engagement with social media tools supporting networks in online environments. During their interrogation of sixty-three papers from the extant literature published between 1973 and 2016, the researchers, sought to answer two questions:

  1. What are the key offline networking behaviours employed by young jobseekers during the job search process?
  2. How do social media tools support the networking behaviours of the young jobseekers during the job search process?

In answering these questions, the researchers propose Wilson’s (1997) general model of information behaviour as a suitable theoretical framework. Concluding that gaps exist within the literature, where further research is necessary to expound the process of networking during job search by young jobseekers.

 

Sources: Mowbray,J., Hall., Raeside, R. & Robertson, P. (in press). The role of networking and social media tools during job search: and information behaviour perspective. | Wilson, T.D. (1997). Information behaviour: an interdisciplinary perspective. Information Processing & Management, 33(4), 551-572.

Digital Literacy

diglitYou might remember back in March of this year, there was alot of chatter surrounding digital literacy in the media and general press. HL Paper 130, published on the 21st March 2017 called for digital literacy to be included in the curriculums of British schools, alongside reading, writing and mathematics.

The report, “Growing up with the internet” highlights the differing needs of adult and child users of the internet, and suggests schools should teach online responsibilities, social norms and risks as part of a mandatory, Ofsted-inspected PSHE education. The paper goes as far to suggest: “It is in the whole of society’s interest that children grow up to be empowered, digitally confident citizens.”

The group of Lords supporting the paper want to see minimum standards and further legal requirements introduced for internet companies, as well as a report and response mechanism for all businesses operating on the internet. Further, they would like to see the UK maintain legislation which incorporates standards set by the General Data Protection Regulation (GDPR) in respect of children, including the right to be forgotten.

Listen to teacher, Lis Zacho’s TED Talk about raising a digitally literate generation. Lis volunteers with Danish organisation, Coding Pirates, which exists to promote children’s creative IT skills.

Do you think state sponsored schools in the UK would cope, at present, with a move away from Computer Science specific classes, towards a general digital skills teaching model for children?

 

Sources: Burns, J. (2017) Pupils need internet lessons to thrive online, says Lords. (http://www.bbc.co.uk/news/education-39329967) | Campbell, L. (2017). Lords call for digital literacy to be ‘fourth pillar’ of education. (http://www.thebookseller.com/news/lords-call-digital-literacy-be-fourth-pillar-education-511551) | Telegraph Reporters. (2017). Children should learn ‘digital literacy’ alongside the Rs, peers say (http://www.telegraph.co.uk/news/2017/03/21/children-should-learn-digital-literacy-alongside-rs-peers-say/) | Image (http://www.library.illinois.edu/diglit/definition.html)

Yes, Minister! Big Brother

Originally aired 17 March 1980, Yes, Minister! series 1, episode 4: Big Brother, raises questions regarding information management and security that we continue to debate today. Minister Jim Hacker is interviewed by Robert McKenzie, on current affairs television programme, Topic, regarding the introduction of the new National Integrated Database. A detailed database of personal citizen records in the UK. In the fictitious series, personal citizen records are to be held on a computer (still considered a new fangled piece of equipment back in 1980), and the Minister is grilled on the implications of personal privacy, safeguards, legislation, unauthorised access and societal resistance to state monitoring throughout the episode.

Nearly forty years on from its original airing, it is an interesting watch. To hear the personal privacy concerns of the 1980s citizen, within the context of a Social Media generation who actively allow access to their personal information. What are your concerns regarding personal privacy in relation to state-wide citizen monitoring?

What is Information science?

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I’m asked this regularly. Working in a data environment, as I do, colleagues are often quick to lug Information science in with Data science, or assume these terms are interchangeable. Though often complementary to Data science, Information science is a specialism entirely of itself. Once a discipline primarily concerned with Archiving, Records Management and Libraries, Information science is furthermore a legal, ethical and social study of information, and covers any industry or discipline where information is being stored and/or used, including the technologies, systems and processes surrounding said information.

As the societal development of information changes, Information science tries to explore the: creation, recording, analysis, storage, retrieval, distribution, protection, exploitation and measurement of information. It is concerned with the social and economic impact, legal and regulatory context, and the influence of information on people, business and society.

Information science is both a broad and interdisciplinary field, incorporating aspects of: Mathematics, Public Policy, Cognitive science, Informatics, Communications, Social science, Computer science, Linguistics, Engineering and Museology…to name a mere few.

One of the best early definitions of Information science comes from the mid-1960s. Prominent Scientist, Harold Borko said: “Information science is that discipline that investigates the properties and behaviour of information, the forces governing the flow of information, and the means of processing information for optimum accessibility and usability. It is concerned with the body of knowledge relating to the origination, collection, organization, storage, retrieval, interpretation, transmission, and utilization of information.”

Sources: Borko, H. (1968). Information science: What is it? American Documentation, 19, 3. (http://cdigital.uv.mx/bitstream/123456789/6699/2/Borko.pdf) | Image (https://stephanthieringer.wordpress.com/tag/library-and-information-science/)