"Part of what is really collapsing here is that the networks have become too fragmented and too polarized. Technology doesn’t help; it simply magnifies the poles. This is dangerous and cyclical. Polarization leads to distrust and tribalism which leads to more polarization."
"I think there's a lot that the tech sector can and should do around this. No one has a better model of the networks of America than those tech companies. No one understands better where the disconnects are. What would it mean to actually understand and seek to remedy the divisions? But I don't know that that can be done in a financialized way. Actually, I know it can't be done in a financialized way. I want regulators to work toward rebuilding the networks of America. Not regulate toward fixing an ad."
As much as the advocates of information literacy at libraries and universities hope to be arbiters of truth and facilitators of knowledge, with a unimpeachable mission of social justice guiding their practices, their micro actions over the past few centuries have too often been tangential rather than negotiated with or in resistance to the dominant hierarchy. The result is a system that, by and large, reconciles pupils to the existing order, first in deference to an aristocracy of power and now to the sovereignty of the market.
So rather than develop localized standards, with librarians and instructors working in collaboration with those seeking information, developing together shared social standards for knowledge in their community, colleges and libraries have ceded control to content publishers, who impose their hierarchical understanding of information on passive consumers, leaving institutions to only exhibit and protect the information. In this, they have excelled: Access to the world’s most prestigious research journals is a website away, although that website is behind both a tuition and a journal subscription firewall. The best teachers in the world offer the best courses in the world for free through networks of classes aimed at democratizing education, as long as the students are essentially autodidacts. Although shrewd advertising promotes the college experience as personalized and connective, schools and libraries have joined the historical arbiters of culture as mausoleums.
To remake education into a space of social justice rather than course-by-course “all you can consume” content buffets, faculty and staff would need to acknowledge and address these structural issues. Instead, educators doubled down on control, promulgating top-down information-literacy rubrics.
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