An Introduction to the Background of Information Ethics

     Reitz (2014) defines information ethics as a branch of ethics that focuses on “the relationship between the creation, organization, and use of information, and the ethical standards and moral codes governing human conduct in society.” In his 1997 work, Severson compares information ethics to a booster shot that guides our moral heartstrings and helps to fight against the human inclination to settle for easy and quick solutions to complicated problems. He identifies four principles of information ethics that library and information professionals should incorporate into their daily happenings. Severson’s four principles are respect for intellectual property, respect for privacy, fair representation, and nonmaleficence (also known as “do no harm”).

     The history of information ethics in the United States is relatively new, having developed over the last twenty years (Froehlich, 2004). In his 2002 work, Hauptman describes the early days of American librarianship. He writes of small collections, and informal practices. During the early American years, proper etiquette, manner of dress, and one’s level of skill at calligraphy were much more important than considering, discussing, and developing ethical behavior. This eventually began to change, with the creation of schools dedicated to educating future librarians, with some schools   even creating specialized courses in ethics (Froehlich). The need for education in this very important field is essential to professional development. There is still much room for growth and improvement. Hauptman believes that technology and advancements in information ethics are important and essential to the field, but librarians and information professionals should be careful, because with new developments and innovations comes greater concerns and greater responsibilities. As technology became more sophisticated and easily accessed, especially via the internet, librarians grew concerned with the content of the information that had become available. Topics of concern included information advocating hate and depravity as well as other detrimental possibilities (Hauptman). The innovators of the field of information ethics have built a strong base on which librarians and other information professionals can stand and build upon when considering how to forge ahead with such challenging topics.

     One such innovator is Toni Carbo. Carbo was Dean of the School of Information Sciences at the University of Pittsburgh for multiple years (Froehlich). In 1980, while she was the executive director of the United States National Commission on Libraries and Information Science, she witnessed many examples of ethical issues related to libraries and other information-related organizations and companies (Carbo & Almagno, 2001). Some of what Carbo witnessed and experienced were positive issues, others not so much. She also encountered numerous questions, most very difficult and complex. For example, two subjects of contention were related to who should have access to what information, and how professionals in libraries could protect individual privacy. Carbo recognized the need for education specifically related to information ethics. After she became the Dean of the School of Information Science at the University of Pittsburgh, she, together with Stephen Almagno, developed a lecture series based solely on the topic of information ethics. Next, Carbo and Almagno created a Master’s level course on information ethics. Another innovator who has shown dedication to the teaching of information ethics in the field of library and information science is Thomas Froehlich, who developed a Master’s level program for the School of Library and Information Science at Kent State University titled “Ethical concerns for library and information professionals.”

     Information ethics is an ever evolving and dynamic field. From its beginnings in library science, to its applications today in fields as diverse as computer engineering, print media, management, and law (Froehlich). Those who desire to work in the field of library and information science would do well to learn as much as they can about this subject, discuss it, and help cultivate its growth in the future.

References

Carbo, T. , & Almagno, S. (2001) . Information ethics: The duty, privilege and challenge of educating information professionals. Library Trends, 49(3), 510-518. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=fcs&AN=13580891&site=eds-live&scope=site

This article discusses the history of information ethics and the course created by Toni Carbo and Stephen Almagno at the University of Pittsburgh. It emphasizes the importance of education and the need for responsible professionals who possess insight and solid critical thinking skills. 

Froehlich, T. (2004). A brief history of information ethics. Retrieved from http://bid.ub.edu/13froel2.htm 

          

Froehlich gives a glimpse into the history of information ethics. He also shines a spotlight on some of the trailblazers in the field. The article also briefly covers the need for further education in the field of library science, specifically in the area of information ethics.      

Hauptman, R. Ethics and librarianship. (2002). Jefferson, NC: McFarland & Company, Inc.

This book gives case studies on information ethics in a variety of library settings. It also enlightens readers as to why it is essential for librarians to be positive examples for other librarians to follow.

Reitz, J. M. (2014). Online dictionary for library and information science. Retrieved from http://www.abc-clio.com/ODLIS/odlis_A.aspx

This is a website that contains an online dictionary for those who are interested in learning about terms related to library and information science.

           

Severson, R. J. (1997). The principles of information ethics. Armonk, NY: M. E. Sharpe.

This book delves into the specifics of information ethics and gives readers principles of information ethics as well as ways to implement these principles. Each principle has its own chapter and is discussed in great detail.

            

These resources were chosen based on the individual author's expertise,  as well as the scope of information. When doing preliminary research, certain professionals' names appeared time and time again, and upon reviewing their work, I felt that they were, and are, reliable sources and have made a great impact in the field of information ethics. My decisions were made by the utilization of critical thinking and evaluation skills, many gained through LIS 60003. The online dictionary was used to provide a general definition for the topic of information ethics and served as a starting point for further research. An effort was made to select and utilize current materials, but I also wanted to include what I thought to be classics in the field that would thoroughly illustrate the background of the topic at hand.