During the current moment, as generative AI dominates our thinking, both for its extraordinary performance and serious flaws, a new direction is needed. The way forward may involve looking backward. The addressing the deficiencies of generative AI would benefit from reviewing, and incorporating, some of the lessons from expert system development during the late 20th century.
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COVID-19 has become the catalyst of health MIDI (misinformation and disinformation) on the World Wide Web. It is difficult for people to know what to believe. If people act on wrong information, their health may get worse. We need to be ready when the next health emergency comes. We need to know how to find good health information.
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How transparent are universities about mental health resources and student privacy relative to Title IX? What are best practices for information dissemination relative to these resources? What should students know about privacy, transparency, and mental health relative to Title IX?
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Yet another troubling development in social media is research that looks at ways to help online discussions stay on-topic and to prevent discussions from descending into exchanges of hostilities.
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There are new and emerging trends in data science, information science, information retrieval, and artificial intelligence which have influenced and continue to influence our thinking and the ways in which we design and evaluate digital libraries.
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As the Omicron variant of COVID-19 instigates a new wave of pandemic travel restrictions and global lockdowns, hospitality workers, including hotel workers, continue to suffer.
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Who do you believe when information authorities are in conflict?
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Now, the question is, which types of intelligence do we want our AI to possess?
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Deep learning has changed what we mean by data. Information that is analog in origin, like words, pictures, and molecules can now be directly interpreted by computers and learned from.
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The nature of our work means that we are gatekeepers of knowledge and information, not just for our field of study but for ALL the fields. This means without a close and critical examination of how our policies and practices harm individuals’, or entire communities’, ways of knowing, we contribute to people experiencing epistemic injustices and thus to epistemicide.
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