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With the outset of automatic detection of information, misinformation, and disinformation, the purpose of this paper is to examine and discuss various conceptions of information, misinformation, and disinformation within philosophy of information.

The examinations are conducted within a Gricean framework in order to account for the communicative aspects of information, misinformation, and disinformation as well as the detection enterprise.

While there often is an exclusive focus on truth and falsity as that which distinguish information from misinformation and disinformation, this paper finds that the distinguishing features are actually intention/intentionality and non-misleadingness/misleadingness – with non-misleadingness/misleadingness as the primary feature. Further, the paper rehearses the argument in favor of a true variety of disinformation and extends this argument to include true misinformation.

The findings are novel and pose a challenge to the possibility of automatic detection of misinformation and disinformation. Especially the notions of true disinformation and true misinformation, as varieties of disinformation and misinformation, which force the true/false dichotomy for information vs mis-/disinformation to collapse.

Librarians have long been part of a group of professionals that took responsibility for the reliability of information and protected their users from the bad epistemic consequences caused by inaccurate information. Now users are acquiring information from the internet and using it to make important decisions. This method of acquisition is threatening the epistemological protection librarians have provided. The problem is one of verifiability, the users do not have a way to verify whether information is accurate or inaccurate. The verification is even more difficult with disinformation. The purpose of this paper is to explore possible alternatives to this problem and recommend using a new multi‐literacy instructional method as the solution.

A review of current literature confirmed the problem of disinformation and this paper examines possible solutions to controlling disinformation and makes suggestions on how we, as librarians, can use instruction to protect internet users from the harmful effects of using the false information.

Research found that disinformation is a widespread problem and its use has epistemic consequences that are harmful to internet users. The paper proposes a new method of instruction using a combination of learning paradigms to help users protect themselves from disinformation.

The paper presents a new instructional method that may help in identifying disinformation and help internet users avoid the bad epistemic consequences of using disinformation.

To provide an introduction to concepts and resources that will be useful to library professionals learning about information ethics.

This paper argues for the importance of information ethics to twenty‐first century library professionals. It describes what various authors have said about how information ethics can be applied to the ethical dilemmas faced by library professionals.

In order to deal effectively with their ethical dilemmas, library professionals must have a good working knowledge of information ethics. Codes of professional ethics can help to provide such knowledge, but they are not sufficient. Courses on information ethics must be part of the education of information professionals. Such courses should provide library professionals with an understanding of ethical theories and how they apply to concrete practical cases. Such courses should also make explicit the connection between information ethics and the mission of the library professional.

This paper is not intended to provide an exhaustive list of publications on the topic of information ethics and library professionals.

This paper provides library professionals with a concise introduction to information ethics.

Self-documentation is an increasingly common phenomenon, but it is not yet well understood. The purpose of this paper is to provide a philosophical framework for analyzing examples of self-documentation on the dimensions of ontology, epistemology and ethics.

The framework addresses these three major areas of philosophic thought by operationalizing insights from philosophy, chiefly the work of Martin Heidegger. Heidegger’s concepts of authenticity and fallenness inform the poles of each dimension of the framework.

Ontologically, self-documentation may manifest as document (authentic) or data (fallen); epistemologically, as understanding (authentic) or idle curiosity (fallen); and ethically, as self-care (authentic) or diversion (fallen). These dimensions are presented separately but are understood to be intermingled.

This unified framework offers a lens for examining and comparing cases of self-documentation and self-documents. No such framework has previously been articulated, but given the ubiquity and growing importance of self-documentation, it is needed.

Now that the new Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education has replaced the Information Literacy Competency Standards for Higher Education, this document will play an increasingly important role. This paper aims to show that in spite of the Framework seeking to provide a deep understanding of information and knowledge, it still falls short – particularly because the statement that “Authority is Constructed and Contextual”, with its failure to acknowledge the significance of truth’s relation to authority, is untenable.

A philosophical overview dealing with matters of librarianship, knowledge and truth is provided in Section 2. The paper then attempts to demonstrate that the idea of truth is inextricably connected with issues of authority.

The paper attempts to persuade the reader that the Framework cannot: circumvent the issue of truth (Section 3); avoid attempting to make ethical claims which are true (Section 4); reduce all truth claims to “power-plays” (Section 5); and escape “traditional notions of granting authority” (Section 6).

The Framework should acknowledge the importance of truth, which would, at the very least, necessarily involve revising the frame “Authority is Constructed and Contextual”. Librarians are also encouraged to reflect on the nature of both truth claims and ethical claims.

The assumption of a “social constructionist” frame for truth has serious implications for matters going well beyond libraries and their “information resources”.

This paper attempts to offer an important and accessible philosophical analysis of the Framework that will require the engagement of the wider library community.

In recent years the use of networks and, in particular, personal contact networks (PCNs) has emerged as a focus for research in the area of small firm entrepreneurship. A tacit theme emerging from this area has been the need for entrepreneurs to develop a competency in using their PCNs as a means of resolving marketing problems faced in developing their enterprises. The competency literature itself focuses primarily on the subject of management development, with scant attention given to the identification of specific competences for small firm entrepreneurs and, in particular, the challenges they face in marketing decision‐making. Previous research by the authors addressed this shortcoming and pointed to the value of using PCNs for resolving marketing problems in the entrepreneurial small firm. A spectrum of entrepreneurial competences critical for marketing‐led enterprise development was developed. A conceptual model is proposed of how small firm entrepreneurs might use their existing competency strengths to develop a further competency in the proactive use of PCNs, a strength which is critical for the planned success of the entrepreneurial enterprise.

This paper seeks to outline a social epistemological and ethical warrant for engaging in knowledge exchange on the social web, and to emphasise socio‐cognitive and emotional factors behind motivation and credibility in communities supported by social software. An attempt is made to identify positive and negative patterns of interaction from this perspective and to argue for more positive intervention on the part of the information profession.

The paper outlines social epistemological and related theory, cognitive and social drivers of behaviour and then draws together evidence to justify the definition of patterns that will be important to the project.

A programme of evaluating online knowledge exchange behaviour using a social epistemological framework is needed. In order to do this, methodological development coupling formal epistemological with interpretive techniques for examining belief formation are also necessary.

Considerations for the design and deployment of knowledge platforms and for engagement with existing communities are outlined.

The ideas presented attempt to define an important role for the information profession within a new paradigm of participation and social interaction online.

The connection between social epistemology theory and LIS has long been appreciated, but social epistemology is rarely applied to practice or to online social platforms and communities.