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Artificial intelligence (AI) and related technologies are transforming many consumption activities, powering breakthroughs that expand the human experience by enhancing human capabilities, performance, and creativity. While this explains the consumer enthusiasm and rapid adoption of these technologies, AI systems can also have the opposite effect: reducing and constraining the range of experiences that are available to consumers. This article examines the mechanisms through which AI can constrain the human experience, considering individual, interpersonal, and societal processes. Our analysis uncovers a complex interplay between the advantages of AI and its inadvertent negative repercussions, which potentially restrict human autonomy, self-identity, relational dynamics, and social behavior. In this article, we propose three different mechanisms at the core of these constraining forces: parametric reductionism, agency transference, and regulated expression. Our exploration of these mechanisms highlights the risks connected to system design and points to questions and implications for future researchers and policymakers. [ABSTRACT FROM AUTHOR]

Library and Information Science (LIS) as a discipline is guided by core values that emphasize equal access to information, freedom of expression, democracy, and education. Importantly, diversity and social responsibility are specifically called out as foundations of the profession (American Library Association, 2004). Following from this, there has been a focus in LIS on educating librarians from a social justice perspective. In this essay we will discuss some of the strategies we use for training librarians to practice librarianship using a social justice framework as a way to help social studies teachers and other educators critically think through their role in educating for social justice in their classrooms. Some areas of particular transference from LIS to K-12 educators that we focus on include locating classroom technologies as sites of power and privilege, prioritizing print and digital materials representative of culturally diverse populations and relevant contexts, and expanding the notion of literacy to include multiple literacies. These strategies lay a foundation for a critically-oriented classroom as a step towards teaching for social justice, and provide opportunities for collaboration between social studies educators and librarians.

This article is an attempt to reflect on the institutional and disciplinary context of a course on "Race, Gender and Sexuality in the Information Professions" from the perspective of instructors and students. It examines the effectiveness of a course like this as an intervention to the normative landscape of the Library and Information Science (LIS) field that often privileges White, male, middle-class, heterosexual, U.S.-based values and interests. In this article we provide a brief background for the re-establishment of this course, offer a literature review defining the normative landscape of LIS, and discuss the positive aspects and pitfalls of injecting this course into the curriculum as a "diversity" intervention. Finally, we offer recommendations for how to further make visible and shift the hegemonic landscape in LIS toward an inclusivity that actively deals with how race, gender, class, and sexuality deeply informs our profession.

Smart voice assistants have expanded from personal use in the home to applications in public services and educational spaces. The library and information science (LIS) trade literature suggests that libraries are part of this trend, however there are few empirical studies that explore how libraries are implementing smart voice assistants in their services, and how these libraries are mitigating the potential patron data privacy issues posed by these technologies. This study fills this gap by reporting on the results of a national survey that documents how libraries are integrating voice assistant technologies (e.g., Amazon Echo, Google Home) into their services, programming, and checkout programs. The survey also surfaces some of the key privacy concerns of library workers in regard to implementing voice assistants in library services. We find that although voice assistant use might not be mainstreamed in library services in high numbers (yet), libraries are clearly experimenting with (and having internal conversations with their staff about) using these technologies. The responses to our survey indicate that library workers have many savvy privacy concerns about the use of voice assistants in library services that are critical to address in advance of library institutions riding the wave of emerging technology adoption. This research has important implications for developing library practices, policies, and education opportunities that place patron privacy as a central part of digital literacy in an information landscape characterized by ubiquitous smart surveillant technologies., INTRODUCTION Smart voice assistant use has expanded from personal uses in the home to new applications in customer services, healthcare, e-government, and educational spaces, raising questions from groups like the [...]

Virtual assistants are increasingly integrated as "user-friendly" interfaces for e-government services. This research investigates the case study of the virtual assistant, "Emma," that is integrated into the United States Citizenship and Immigration Services (USCIS) website. We conduct an interface analysis of Emma, along with the USCIS website, and related promotional materials, to explore the cultural affordances of Latina identity as a strategic design for this virtual assistant. We argue that the Emma interface makes normative claims about citizenship and inclusion in an attempt to "hail" Latinx users as ideal citizens. We find that the "ideal" citizen is defined through the Emma interface as an assimilated citizen-consumer that engages with digital technologies in ways that produce them as informationally "legible" to the state. [ABSTRACT FROM AUTHOR]

This paper explores the potential affordances of applying a feminist ethics of care approach to community informatics practices in public internet access facilities. As feminist technology scholars have long observed, technology and technoculture are strongly encoded as masculine, privileging traits such as scientific knowledge, rationality, objectivity, and distance. These characteristics are expressed in traditional infomediary practices in a variety of ways, including notions of expertise, ways of conceptualizing technology, emphasis on skills attainment, and deficit-based models of user behavior. In contrast, ethics of care emphasizes the importance of relational and situated knowledge, pluralistic voices and experiences, and relationships bound by mutual interdependence. Traditionally, caring has been feminized and thus necessarily excluded from technoculture and relegated to invisible and unpaid labor. Caring and associated affective labor practices remain an under-examined subject in infomediary practices. Public libraries and community technology centers are logical places to explore for care work, given that they share many characteristics of the spaces where care work has historically been performed. We argue that an ethics of care framework has several possible affordances for infomediary practices in these institutions, including highlighting the gendered power dynamics that define and shape existing practices; distributing care work and making existing care work visible; and envisioning a more holistic and ethical approach to engaging diverse publics. We translate Tronto’s seven warning signs for ‘bad care’ in institutions into seven positive guidelines for providing ‘good care’ in public internet access facilities, then contextualize these for community informatics institutions and practices. [ABSTRACT FROM PUBLISHER]