4.6: Alex Hodges

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Director of Gutman Library and Faculty, Harvard Graduate School of Education http://orcid.org/0000-0003-1712-2816

As teachers of information literacy, librarians, in conjunction with their teaching partners, absolutely must alert students to better understand their information privacy rights. This concern is especially true as students engage more and more with nonuniversity-supported, third-party products for digital scholarship creation (e.g. citation management, data visualization, multimedia presentation tools, etc.). Our contemporary scholarly communication tools and their connected learning analytics capabilities have broadened the need for society’s deeper understanding of digital literacies. We need to have constant dialogue about who owns and has access to individual user data. Such literacies require that learners (or users of various products) understand how to reason for themselves. In addition to these literacies, students also need broader instruction on the information architecture that scaffolds so much of our digital economy — this is where machine learning and algorithms present frontstage in the information literacy constellation. As higher education adopts new models for core curricula and required data science courses, I foresee a ripe future for librarians to expand their teaching and curation roles to advance these additional concerns within information and digital literacy learning.

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