Kim M Thompson Charles Sturt University School of Information - - PowerPoint PPT Presentation

Kim M Thompson

Charles Sturt University School of Information Studies Research Seminar Series 2 April 2014

Kim M Thompson Paul T Jaeger Natalie Greene Taylor Mega Subramaniam John Carlo Bertot

An imprint of Rowman & Littlefield Publishers, Inc.

physical access social access intellectual access

Chatman, E. A. (1991). Life in a small world: Applicability of gratification theory to information-seeking behavior. Journal of the American Society of Information Science, 42, 438-449.

Habermas, J. (1992). Further reflections on the public sphere. In J. Calhoun (Ed.), Critical social theory: Culture, theory and the challenge

• f difference (pp. 421-462). Oxford: Blackwell.

Jaeger, P. T. & Burnett, G. (2011). Information worlds: Social context, technology, and information behavior in the age of the Internet. New York: Routledge.

physical access

• Information policy
• Information infrastructure
• Library and information agenc
• Usability analysis
• User-centered design

• Information policy and infrastructure

 Yi, Z. & Thompson, K. M. (accepted). A case study in

collaboration in the building of China’s library and information infrastructure. Information & Culture.

 McCausland, S. & Thompson, K. M. (in press). The

Community Heritage Grants program in Australia: Report

• f a survey. In S. K. Hastings (Ed.). Annual Review of

Cultural Heritage Informatics. Lanham, MD: AltaMira Press.

 Jaeger, P. T., Bertot, J. C., Thompson, K. M., Katz,

• S. M. & DeCoster, E. J. (2012). Digital divides,

digital literacy, digital inclusion, and public libraries: The intersection of public policy and public access. Public Library Quarterly, 31(1), 1-20.

 Thompson, K. M. (2008). The US information

infrastructure and libraries: A case study in

• democracy. Library Review, 57(2), 96-106.

 Jaeger, P. T. & Thompson, K. M. (2003). E-government

around the world: Lessons, challenges and future

• directions. Government Information Quarterly, 20(4),

389-394.

 Usability analysis, user-centered

design, and library evaluation

 Thompson, K. M. & Wang, J. Z. (2009). Usuarios y uso

de las bibliotecas digitales: Cómo el análisis de usabilidad puede ayudar a crear una relación “casi perfecta.” XVII Coloquio de Investigación Bibliotecológica y de la Información del Centro Universitario de Investigaciones Bibliotecológicas.

 Thompson, K. M., Chen, H. L., & Erdelez, S. (October

2, 2008). Three Low-Cost Usability Evaluation Methods for Library Website Redesign. Missouri Library Association Conference 2008.

 Thompson, K. M., McClure, C. R., & Jaeger, P. T.

(2003). Evaluating federal websites: Improving e- government for the people. In J. F. George, (Ed.). Computers in society: Privacy, ethics & the Internet,

• pp. 400-412. Upper Saddle River, NJ: Prentice-Hall.

physical access intellectual access

 Language  Intellectual capacity/education  Literacy  Computer/technology literacy  Information literacy

 Information literacy/literacies

 Adkins, D. A., Bossaller, J., & Thompson, K. M.

(2009). Describing vernacular literacy practices to enhance understanding of community information needs: A case study with practical

• implications. Reference and User Services

Quarterly, 49(1), 67-71.

 Bossaller, J. , Thompson, K. M., & Adkins, D. A.

(April 7, 2008). Change and Integration in Kansas City as Evidenced by Public Literacy. Cambio de Colores 2008 Conference, Latinos in Missouri: Uniendo Culturas, Columbia, MO.

 Thompson, K. M. (2007). Furthering understanding

• f information literacy through the social study
• f information poverty. The Canadian Journal of

Information and Library Science, 30(1), 87-115.

physical access intellectual access social access

 Culture  “We’re not an information/library

culture”

 Social value of information  Formal and informal information

channels

 Internal and external social

networks

• Library and information cultures
• Thompson, K. M. & Adkins, D. A. (2012). Addressing

information resource issues through LIS education in

• Honduras. Journal for Education in Library and

Information Science, 53(4), 254-266.

• Thompson, K. M. (2011). Providing services for the

underserved in public libraries through an understanding of information poverty and access. In J.

• C. Bertot, P. T. Jaeger, & C. R. McClure, (Eds.).

Public libraries and the Internet: Roles, perspectives, and implications. Westport, CT: Libraries Unlimited.

• Bossaller, J., Adkins, D. A., & Thompson, K. M.

(2011). Critical theory, libraries, and culture. Progressive Librarian, 32(Winter/Spring).

• Information behaviors and practices

 Qayyum, A., Thompson, K. M., Lloyd, A., & Kennan, M.

• A. (in press). The provision and sharing of

information between service providers and settling

• refugees. Information Research.

 Lloyd, A., Kennan, M. A., Thompson, K. M., & Qayyum,

• A. (2013). Connecting with new information landscapes:

Information practices of refugees. Journal of Documentation, 69(1), 121-144.

 Thompson, K. M. (July 14, 2008). Cosas a Saber de los

Usuarios de Bibliotecas/Things We Should Know About Library Users (in Spanish). Plenary session, Asociación de Bibliotecarios y Documentalistas de Honduras Jornadas 2008, Tegucigalpa, Honduras.

 Jaeger, P. T. & Thompson, K. M. (2004). Social

information behavior and the democratic process: Information poverty, normative behavior, and electronic government in the United States. Library & Information Science Research, 26(1), 92-107.

(Policy) (Institution) (Individual)

 Freedom of Information legislation  Digital Inclusion  Library and other information

infrastructure funding

 Information-focused non-profits

 International Organization for

Standardization (2013)

 Financed with public funds

 Open to the public  Basic services free of charge

• r available for a subsidized

fee

Country ITU ICT Distribution Index (IDI) Rank in 2011 (ITU, 2013) Internet penetration 2012: % of people using Internet (ITU, 2012) UN e-Government Development Index (UN, 2012) South Korea

1 84.10% 1

The Netherlands

6 93.00% 2

United States

15 81.03% 3

Australia

21 82.35 % 12

Colombia

80 48.98% 43

Honduras

107 18.12% 117

Ghana

117 17.11% 145

Country

UN International Human Development Index rank in 2012 (UN, 2013) GDP per capita 2012 in USD (World Bank, 2013b) Government (Central Intelligence Agency, 2013)

South Korea

12 (Very high) $22,590 republic

The Netherlands

4 (Very high) $46,054 constitutional monarchy

United States

3 (Very high) $49,965 constitution-based federal republic; strong democratic tradition

Australia

2 (Very high) $67,036 federal parliamentary democracy and Commonwealth realm

Colombia

91 (High) $7,752 republic; executive branch dominates government structure

Honduras

120 (Medium) $2,264 democratic constitutional republic

Ghana

135 (Medium) $1,605 constitutional democracy

Country

Population Languages (Central Intelligence Agency, 2013) Urbanization (Central Intelligence Agency, 2013)

South Korea

50,004,441 (Statistics Korea, 2012) Korean, English widely taught in secondary school 83.2%

The Netherlands

16,788,119 (Statistics Netherlands, 2013) Dutch (official), Frisian (official); English commonly studied 83%

United States

316,655,430 (U.S. Census Bureau, 2013) English 82.1%, Spanish 10.7%, other 7.2% 82%

Australia

23,179,419 (Australia Bureau of Statistics, 2013) English 89%

Colombia

45,745,783 (Central Intelligence Agency, 2013) Spanish (official) 75%

Honduras

8,448,465 (Central Intelligence Agency, 2013) Spanish (official), Amerindian dialects 52%

Ghana

25,199,609 (Central Intelligence Agency, 2013) English (official), 9 additional government supported languages 51.9%

Languages on the World Wide Web in 2013

Country

Population Languages (Central Intelligence Agency, 2013) Urbanization (Central Intelligence Agency, 2013)

South Korea

50,004,441 (Statistics Korea, 2012) Korean, English widely taught in secondary school 83.2%

The Netherlands

16,788,119 (Statistics Netherlands, 2013) Dutch (official), Frisian (official); English commonly studied 83%

United States

316,655,430 (U.S. Census Bureau, 2013) English 82.1%, Spanish 10.7%, other 7.2% 82%

Australia

23,179,419 (Australia Bureau of Statistics, 2013) English 89%

Colombia

45,745,783 (Central Intelligence Agency, 2013) Spanish (official) 75%

Honduras

8,448,465 (Central Intelligence Agency, 2013) Spanish (official), Amerindian dialects 52%

Ghana

25,199,609 (Central Intelligence Agency, 2013) English (official), 9 additional government supported languages 51.9%

Country Median age (Central Intelligence Agency, 2013) South Korea 39.7 The Netherlands 41.8 United States 37.2 Australia 38.1 Colombia 28.6 Honduras 21.6 Ghana 20.7

 Public libraries around the world are

relied upon more than any other cultural institution to overcome the digital divide, teach digital literacy, and foster digital inclusion

 Internet and related technologies have

created new responsibilities for public libraries in ensuring digital literacy and digital inclusion in communities

 The value of the public library now

lies less with the printed information that is available within the four walls

• f the library and more with the myriad

services that they provide in an effort to connect members of the public with information that is central to their day-to-day lives

 Internet and related technologies have

also created new ways for public libraries to meet community needs (e.g., collaborative partnerships)

 The Queens Borough Public Library in

New York “New Americans Project”, ESL, support for new immigrants

 Alachua County Library District,

Florida, working with the local office

• f the state’s Department of Children

and Families, the Partnership for Strong Families, and Casey Family Programs, opened up a new facility (“The Library Partnership”) housing approximately 40 non-profit

• rganizations and local government

agencies that provide social services

 Hartford Public Library in Connecticut

“The American Place”, a program with the principal goals of helping an increasingly diverse group of immigrants secure citizenship and achieve language literacy

 Pima County Public Library of Tuscon,

Arizona, public health nurses from the county health department stationed in the library branches

 Baltimore, Maryland based Enoch Pratt

public libraries worked with the City Health Department to ensure the availability of fresh groceries to those living in food deserts by providing opportunities for patrons to

• rder their groceries through library

computers and have the food delivered the next day to the library

 There are no other cultural

institutions prepared to serve the public in the digital literacy and digital inclusion capacities that public libraries do, for a lack of sufficient public access technology and for a lack of the ability to provide education and training related to the Internet

 Reconcile the incompatibility between

funding cuts at the state and local level, as well as limited support at the national level, with the increased view at the federal level that libraries are part of the solution to large-scale technological problems

 When demanding more of libraries to

fulfill these digital literacy and digital inclusion functions, do not reduce library funding

 When demanding more of libraries to

fulfill these digital literacy and digital inclusion functions, do not reduce library funding

 Governments at all levels should

consider geography, infrastructure, and history when making demands on libraries

 Policy-making related to the digital

divide, digital literacy, and digital inclusion needs to bring public libraries into the discussions, designs, and decisions

 Policy-making related to the digital

divide, digital literacy, and digital inclusion needs to bring public libraries into the discussions, designs, and decisions

 Libraries need to take more initiative

in terms of advocacy

 Evaluation and assessment – measuring

the effectiveness of literacy and inclusion programs, identifying best practices from programs, and determining the most useful ways to improve existing efforts

 A greater focus on policy analysis of

the roles of digital literacy and digital inclusion

 More data and greater understanding

about who is using the digital literacy and digital inclusion programs in libraries, the ways in which these patrons are benefiting, and the ways to create programs to draw and help other underserved and disadvantaged groups not currently being served