Professional Paradigms and Revolutionary Relationships

Abstract

ABSTRACT The impact of algorithms on the way knowledge is created and shared has been seen as a revolutionary shift in the knowledge apparatus of society. Using the concept of paradigm shifts, this study explores how librarians providing information literacy programs and services described the programs they offer in information and digital literacies, their understandings of algorithms and how they might see future services. Using an information practices approach, data were collected from 30 librarians from university libraries across NSW. The analysis identified a range of paradigms that could have implications for changes in professional practices. Significant was the paradigm of the algorithm as ‘black box’, indicating a lack of technical knowledge about algorithms. Also important was the emphasis on the transactional paradigm in the literacy programs provided, with descriptions focussing on the behavioural aspects of the skills of students. Given the situation in universities post-pandemic, there was little optimism that significant changes would be made to the programs and services currently offered, although a small number of participants had implemented their own micro revolutionary changes. As paradigm shifts occur through changes in knowledge, and revolutionary changes require a supportive environment, the study concludes that only piecemeal evolutionary changes can be made currently.