Professional Paradigms and Revolutionary Relationships

Yerbury, H; Henninger, M

Professional Paradigms and Revolutionary Relationships

Yerbury, H

Henninger, M

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Publisher:: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: Journal of the Australian Library and Information Association, 2024, 73, (3), pp. 362-379
Issue Date:: 2024-01-01

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Field	Value	Language
dc.contributor.author	Yerbury, H https://orcid.org/0000-0002-1525-3268
dc.contributor.author	Henninger, M https://orcid.org/0000-0002-8366-3867
dc.date.accessioned	2024-11-22T02:27:43Z
dc.date.available	2024-11-22T02:27:43Z
dc.date.issued	2024-01-01
dc.identifier.citation	Journal of the Australian Library and Information Association, 2024, 73, (3), pp. 362-379
dc.identifier.issn	2475-0158
dc.identifier.issn	2475-0166
dc.identifier.uri	http://hdl.handle.net/10453/182055
dc.description.abstract	The impact of algorithms on the way knowledge is created and shared has been seen as a revolutionary shift in the knowledge apparatus of society. Using the concept of paradigm shifts, this study explores how librarians providing information literacy programs and services described the programs they offer in information and digital literacies, their understandings of algorithms and how they might see future services. Using an information practices approach, data were collected from 30 librarians from university libraries across NSW. The analysis identified a range of paradigms that could have implications for changes in professional practices. Significant was the paradigm of the algorithm as ‘black box’, indicating a lack of technical knowledge about algorithms. Also important was the emphasis on the transactional paradigm in the literacy programs provided, with descriptions focussing on the behavioural aspects of the skills of students. Given the situation in universities post-pandemic, there was little optimism that significant changes would be made to the programs and services currently offered, although a small number of participants had implemented their own micro revolutionary changes. As paradigm shifts occur through changes in knowledge, and revolutionary changes require a supportive environment, the study concludes that only piecemeal evolutionary changes can be made currently.
dc.language	English
dc.publisher	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartof	Journal of the Australian Library and Information Association
dc.relation.isbasedon	10.1080/24750158.2024.2362973
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Professional Paradigms and Revolutionary Relationships
dc.type	Journal Article
utslib.citation.volume	73
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences/School of Communication
utslib.copyright.status	open_access	*
dc.rights.license	This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.date.updated	2024-11-22T02:27:42Z
pubs.issue	3
pubs.publication-status	Published
pubs.volume	73
utslib.citation.issue	3

Abstract:

The impact of algorithms on the way knowledge is created and shared has been seen as a revolutionary shift in the knowledge apparatus of society. Using the concept of paradigm shifts, this study explores how librarians providing information literacy programs and services described the programs they offer in information and digital literacies, their understandings of algorithms and how they might see future services. Using an information practices approach, data were collected from 30 librarians from university libraries across NSW. The analysis identified a range of paradigms that could have implications for changes in professional practices. Significant was the paradigm of the algorithm as ‘black box’, indicating a lack of technical knowledge about algorithms. Also important was the emphasis on the transactional paradigm in the literacy programs provided, with descriptions focussing on the behavioural aspects of the skills of students. Given the situation in universities post-pandemic, there was little optimism that significant changes would be made to the programs and services currently offered, although a small number of participants had implemented their own micro revolutionary changes. As paradigm shifts occur through changes in knowledge, and revolutionary changes require a supportive environment, the study concludes that only piecemeal evolutionary changes can be made currently.

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http://hdl.handle.net/10453/182055