https://orcid.org/0000-0001-5764-8770
In a world gripped by health lockdowns, an informed citizenry becomes a gold standard aspiration. How and where to find reliable information? What are the risks associated with misinformation when lives are at risk? This edited volume sets out to establish the relationships between information literacy and effective democracy. The contributing authors, from a number of countries, present these challenges through their own career lens.
Chapter one establishes why digital literacy matters for marginalised groups. Subsequent chapters consider social identity and the significance of emotion-based impulses. The authors cite a number of scenarios whereby ill-considered choices impact our citizenry.
In Chapter four, cognitive scientist Stephan Lewandowsky points out, ‘When circumstances are less than ideal, the persistence of misinformation can take on epic proportions.’ He considers how voters deal with misinformation and whether they adjust their voting choices accordingly (unsurprisingly, Trump supporters remain loyal even when there’s evidence of fake news).
Lewandowsky recommends upgrading the legislative powers which govern ‘recommender’ systems, making the point that these algorithms enhance unhealthy ‘ideological bubbles’. An example of good practice is the Norwegian broadcaster which has established a comprehension quiz as a prerequisite for discussion forums.
The following chapter considers national policy making, and the Scottish, Welsh and Belgium information literacy projects.
The impact of information literacy on distinct groups is considered in the next two chapters. South Africa struggles with poverty and poor education, so the fledgling democracy is slow in constructing new knowledge by absorbing information. The next group, younger people, use ‘information discernment’ poorly and often exhibit naivety in these choices.
An Australian study considers the differences between public and university libraries and their approach to extending services which enhance the ‘conceptualisation of democracy.’
Chapter ten is focussed on Scotland, where public libraries support Syrian New Scots with resources. This includes pop up learning spaces, which are demonstrably assisting in integration. Chapter eleven considers the ageing population and the importance of a purposeful, engaged senior citizenry.
A small criticism of this book is the detailing of information literacy principles. Each chapter, authored independently, addresses this, thus lending a repetitive dialogue to the opening of some chapters. However, engaging with the new terminologies is rewarding, for example, ‘civic literacy’, ‘truth claim’ and ‘bystander effect’. ‘The web of belief’ is one of the core principles and refers to how we unconsciously seek information to reinforce our core beliefs.
It is clear that the issues facing a post truth world are broad and demanding, and that they require our intellectual empathy. The debate about design systems is underway and to ensure our democracy is effective, information vigilance is a core concern.