Finding Authentic Information in a Socially Networked World

Let's face the cold reality: in the socially networked world, digital natives no longer look to teachers or librarians to guide them.  Most rely on peer recommendations, or use other websites to validate the information they have found independently using Google or Wikipedia. Many are more adept at navigating the digital world than we are.  Even the way digital natives visually and mentally process digital information differs to previous generations (Lorenzo, 2007, p.3).


Does this make the information professional obsolete?  It does if we allow it to.  We can throw up our hands, retreat behind our dusty book stacks and bemoan the fact that we are no longer considered the white knights of the information society.


OR we can examine information seeking behaviour in our client base, enter their worlds (or networks), and adjust our methods of operation.  Web 2.0 is all about community and content creation - "doing it for themselves".  Who better to be the curators of content than information professionals?  If we are to call ourselves "information professionals" why would we avoid being part of the most fast-moving and exciting area of the information cycle - i.e. Web 2.0?


Information professionals are best placed to be finding authentic information on the web, and directing our clients to it.  Many worthy resources may have actually been sourced or curated by our clients.  In this case, we can both share and give credit where it is due - thus forging a better relationship with clients.  Our collections have not changed in substance - whether in print or digital form, we are still able to apply our principals of collection development: accuracy, currency and a balanced argument.


Being part of the network, and therefore involved in the online conversation also enables us to push out authentic information and the message of information literacy.


Finding Authentic Information in a Socially Networked World relies on 2 key responses to Web 2.0:


1) Information Professionals must become part of the community of information curators and creators.


2) Information Professionals must respect and capitalise on the value our users can add to the information cycle.


Lorenzo, G. (2007). Catalysts for change: Information fluency, Web 2.0, Library 2.0, and the new education culture. (March). Retrieved October 3, 2011 from Charles Sturt University website http://www.edpath.com/images/IFReport2.pdf