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Borgman on the responsibility of rears to assess reliability and the ability of content creators to have control over their work:

these are exciting and confusing times for scholarship. The proliferation of digital content allows new questions to be asked in new ways, but also results unduplication and dispersion. Authors can disseminate their work more widely by posting online, but readers have the additional responsibility of assessing trust and authenticity. Changes in intellectual property laws give Pharmacontrol to the creators of digital content that was available for printed comment, but the resulting business models often constrain access to scholarly resources. Students acquire an insatiable appetite for digital publications, and then find an graduation that they can barely sample them without institutional affiliations.

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Borgman on scholars access to information in the developed world

Scholars in the developed world have 24/7 access to the literature of their fields, a growing amount of research data, and sophisticated research tools and services.

like this model and the progression it represents. It might be interesting to compare it to imposter syndrome. Identity represents a level of confidence in one's abilities, confidence which can be independent of ability level.

Title: The Reluctant Memoirist | New Republic

Keywords: south korea, north korea, korean origin, investigative journalism, gathering information, push back, adoptive home, returned home

Summary: After six months, I returned home with 400 pages of notes and began writing.<br>Something caught my eye: Below the title—Without You, There Is No Us: My Time With the Sons of North Korea’s Elite—were the words, “A Memoir.”<br>I immediately emailed my editor.<br>I later learned that memoirs in general sell better than investigative journalism.<br>I tried to push back.<br>“You only wish,” my agent laughed.<br>As the only journalist to live undercover in North Korea, I had risked imprisonment to tell a story of international importance by the only means possible.<br>The content of my work was what really mattered, I told myself.<br>The evangelical organization wanted to protect its close ties to the North Korean regime and the country’s future leaders.<br>The code of ethics of the Society of Professional Journalists states that reporters should “avoid undercover or other surreptitious methods of gathering information unless traditional, open methods will not yield information vital to the public.” It is hard to imagine any subject more vital to the public, or more impervious to open methods, than the secretive, nuclear North Korea; its violations against humanity, the United Nations has declared, “reveal a State that does not have any parallel in the contemporary world.” My greatest concern had been for my students, and I had followed well-established journalistic practices to ensure that they would not be harmed.<br>They called me “deeply dishonest” for going undercover.<br>My inbox began to be bombarded with messages from strangers: “Shame on you for putting good people in harm’s way for your gain.” One morning, I woke up to a Twitter message that read, simply: “Go fuck yourself.”<br>The ethics of her choice cast doubt on her reliability (another de facto peril of memoir), and her fear of discovery appears to have colored her impressions and descriptions with paranoia and distrust.”<br>My book was being dismissed for the very element that typically wins acclaim for narrative accounts of investigative journalism.<br>The backlash extended well beyond the media.<br>Why did people with no real experience of North Korea feel such a passionate need to dismiss my firsthand reporting and defend one of the world’s most murderous dictatorships?<br>Orientalism reigns.<br>What struck me was not whether the review was positive, but the selection of the reviewer, a former TV columnist of Korean origin, whose only past book-length nonfiction was on South Korean popular culture.<br>As an Asian female, I find that people rarely assume I’m an investigative journalist; even after I tell them, they often forget.<br>Such gender discrimination can manifest either positively or negatively.<br>“If I had written a highly detailed book about being embedded with a troop,” she said, “the magnitude of the actual legwork would have been recognized.” Yet she also believes that great literary journalism combines the heart and the brain.<br>I would like to report that I took the reaction to my book in stride, that I weathered all the accusations and dismissals with patience, that I understood their causes and effects.<br>In immigrant ghettos, I learned that in my adoptive home, my skin was considered yellow, the color of the forsythia that had bloomed around my childhood home back in South Korea.<br>This is why I risked going into North Korea undercover: because I could not be consoled while the injustice of 25 million voiceless people trapped in a modern-day gulag remains part of our society.<br>Here I am telling my story to you, the reader, essentially to beg for acknowledgment: I am an investigative journalist, please take me seriously.<br>

This is the heart of the open ed/info lit connection. If the perception is that students go to school to be taught, the more important goal of learning how to learn is so much more difficult to achieve. But fostering lifelong learning means ceding some control over what is to be learned to the learner.

To the "unskilled," the what and how may be a big hurdle. Skills seem prerequisite to literacy here.

Sounds a lot like the way reference managers work. In many cases, people keep the invalid or badly-formed results.

Interesting that transliteracy is at the heart. Information comes in may forms and flows through many channels. Transliteracy. IMO, recognizes the multiplicity.

p. 5 argues that museums and botanical gardens are information systems.

Headrick, Daniel R. 2000. When Information Came of Age: Technologies of Knowledge in the Age of Reason and Revolution, 1700-1850. Oxford University Press.

Notes (American spelling).

p. 4 makes a distinction between knowledge and information and seems to understand information as being organisation of knowledge (actually is maybe confused a little about the distinction)

Information is not the same thing as knowledge, though the two concepts overlap. Knowledge refers to ideas and facts that a human mind has internalizedand understood: how to fix a flat tire, the names of a really good dentist, speaking French. Acquiring knowledge means absorbing a lot of information--for example, how to use French irregular verbs correctly. Often the mind acquires and organizes such information in a spontaneous and even subconscious fashion, the way a child learns to speak or a taxi driver knows her way around town. At other times, the acquisition of knowledge requires studying, a slow and difficult process. The amount of knowledge that a human mind can possess is truly extraordinary, but it is not infinite, nor is the mind reliable. Hence the need for information. As society becomes more complex and its interactions speed up, access to information becomes increasingly important. Education was once focused on learning, that is, on acquiring knowledge; it now stresses research skills. What matters is not knowing the answer, but knowing where to look it up. And that means the information is (one hopes) out there, readily accessible.

This is exactly the set of skills that students should develop in college. They should walk away as independent lifelong learners.That's why we push information literacy - so that students will have the tools to learn on their own.

Nice!!!

"Information Literacy" (IL) subject or course specific integration - examples

C’était long, en 2002! Où en est la BnF, aujourd’hui? D’une certaine façon, ce résumé semble prédire la venue des données, la fédération des catalogues, etc. Pourtant, il semble demeurer de nombreux obstacles, malgré tout ce temps. Et si on pouvait annoter le Web directement?

Ultimately, Information Systems make connections between people, pieces of information, or events in time. In the best case, the IS does this in a way that is somehow better than a non-digital version of this.

hermeneutical approach versus positivist approach

drawing the connection between information retrieval and the bibliographic universe and to bibliographic control

drawing the connection to information literacy

relate 'easy pickings' to the 'path of least resistance' and the need for 'more complex search strategies' to the need to counter 'easy pickings' behavior as a professional

A sample of letter for sending information in a business context A possible question to answer is about the letter structure: What are the parts of a business letter? Source Parece que se puede incluir alguna imagen:

How might the speaker know the what extent the audience can understand his words? Is the information itself, after a certain point, impossible for some to understand, or is it the method of presentation?