Data Everywhere

How It’s Developing

IFLA’s Trend Report, "Riding the Waves or Caught in the Tide?," illustrates the trend plainly, using the example of an e-book: “Simply reading an e-book can reveal a great deal about you. How long it takes you to finish a chapter, your favorite parts, the speed and consistency of your reading and what you’re likely to borrow or buy next. In an economy increasingly built on ‘information mining’, this kind of data is of great value for publishers, distributors and authors.” [1] E-books represent just one opportunity in a sea of new technologies that enable data collection. The video streaming service Netflix analyzed viewer data to find which episode of a given series that, after being viewed, convinced 70% of viewers to complete the entire season – data insights that may change the ways that series are produced or released in order maximize viewer interest and commitment. [2] Established resources like Google, Facebook, and other web applications have already leveraged opportunities for data collection. New and emerging technologies including wearables, massive open online courses (MOOCs), the internet of things, and more will provide additional opportunities.

Many people knowingly use products and services that gather data or even require the sharing of large amounts of personal information (Facebook, activity tracking devices, etc.) having determined that the benefits of using these technologies are worth the sharing. Data can be used by computer algorithms to determine what information will be shown to specific users (search results, recommendations, suggested content), creating different experiences based on what the technology determines users want or need to see. [3] As individuals become more concerned about how information is being monitored or monetized, concerns are rising. [4]

Data collection and use by schools, school districts, and states may become particularly important. As schools use technology tools to track student data, the opportunity for students’ records to become more permanent and comprehensive – including demographic information (race, ethnicity, income level), grades and test scores, behavior and discipline records, medical history, mental health, and disabilities – will increase and so too might the opportunity for young people’s information to be tracked, profiled, and shared throughout their formative years in education and early careers. [5]

As data flourishes, opportunities for the use of “big data” emerge. In their book, Big Data, authors Viktor Mayer-Schonberger and Kenneth Cukier state, “Big data refers to things one can do at a large scale that cannot be done at a smaller one, to extract new insights or create new forms of value, in ways that change markets, organizations, the relationship between citizens and governments, and more.” [6] Big data is seen by many – businesses, governments, and non-profits – as an opportunity for more evidence-based decisions and policy-making. [7] Big data’s use in social innovation – addressing issues like poverty, health, and education – may be challenged for lacking standards for data collection, dispersing collected data, having difficulty cooporating across agencies and organizations, and keeping inadequate IT resources. [8] New programs like Apple’s ResearchKit provide researchers with tools for collecting participant consent, conducting surveys, and assigning tasks to research participants, all delivered via Apple’s popular iPhones, Apple Watches, iPads, and iOS accessories. [9]

As data is seen as more valuable, new business models may emerge. Across the board, data may be used to guide or suggest additional products and services. At one end of the spectrum, data may produce variable pricing models for goods or services based on knowledge of buying or usage habits; at the other end of the spectrum, profits could be shared with personal data providers that helped develop products or services. [10]

Why It Matters