Marginalized Knowledge: An Agenda for Indigenous Knowledge Development and Integration with Other Forms of Knowledge

Why Teach Information Ethics

The mandate of information ethics education is the urgency of issues in global information justice (Smith, 2002:3). The author believes that threats to information access, accuracy, and privacy, and matters relating to the digital divide and alternative technologies, demand immediate attention and provide the rationale for teaching information ethics. In order to deal effectively with their ethical dilemmas, library and information science professionals must have a good knowledge of information ethics (Fallis, 2005). The author believes that courses in information ethics must be part of the education of information professionals. Such courses should provide information and library professionals with an understanding of ethical theories and how they can apply them to concrete practical cases. Such courses should also make explicit the connection between information ethics and the mission of information professionals (Fallis, 2005).
According to Carbo and Almago (2001:3) knowing how to create, find, manage, access, preserve, and use information effectively, provides a form of power to information professionals, as well as those who rely on them to provide a wide array of services. These services help people work more effectively, compete with others, or improve the quality of their lives, and information professionals must recognize that with this power comes responsibility. They further observe that librarians and other information professionals must learn to understand the responsibilities and real consequences of their actions, and learn to use their power ethically and responsibly. The two authors believe that individuals seeking to become professional librarians or archivists, or seeking to work in other information related organizations, must first learn to develop and hone their individual sense of ethics, live an ethical life, and be educated about the ethical issues of information. In addition, information professionals must learn and be ready to make ethical decisions and take ethical actions.
Smith (2002:3) provides a list of reasons as to why students in Library and Information Science should learn information ethics. She believes that information professionals should study information ethics to: develop a professional perspective that guides them towards personal integrity and social responsibility in the work place and in their participation in broader society; and appreciate the global dimensions of ethical, legal, and cultural issues. The Information Ethics Special Interest Group (2007:2) observes that knowledge and an understanding of pluralistic intercultural information ethical theories and concepts (including the ethical conflicts and responsibilities facing library and information professionals around the world) are necessary to relevant teaching, learning, and reflection in the field of library and information studies and information-related professions. It further states that many important areas and issues currently facing library and information professionals can only be understood in light of their ethical contexts. Also, the contributions that library and information studies can make to knowledge societies can be significantly informed by their attention to information ethics. The Information Ethics Special Interest Group of the Association for Library and Information Science Education strongly advocates that information ethics be encouraged as an important aspect of education, research, scholarship, service, and practice in library and information studies and in other related professions. It therefore advocates that attention to information ethics (either through the curriculum, instructor expertise, resources, or symposia) be developed and enhanced in all programs of library and information studies education. Fallis (2005) adds that there is a reason why it is especially important for library professionals to have an understanding of information ethics. He believes that how library professionals respond to their ethical dilemmas directly affects their ability to carry out their mission.