Monday, February 18, 2019

Digital experience insights surveys

This month JISC has published the latest in their surveys of tertiary education students' preferences and perceptions about the use of digital in learning: Digital experience insights survey 2018: findings from Australian and New Zealand university students a report on "21,095 students in 12 universities in Australia and New Zealand". This adds to their regular report Digital experience insights survey 2018: findings from students in UK further and higher education (the latest published September 2018) and the survey of UK university and college teachers' views (pilot report published in November 2018). For all these go to https://digitalinsights.jisc.ac.uk/our-service/our-reports/
As an addendum, a study at Oregon State University is described in: Stritto, M. and Linder, K. (2019, January 10). Uncovering Student Device Preferences for Online Course Access and Multimedia Learning. https://er.educause.edu/blogs/2019/1/uncovering-student-device-preferences-for-online-course-access-and-multimedia-learning? Considering the emphasis that is sometimes put on use of phones and tablets, a useful finding (which has come up in previous studies) is that "A key finding in this study was respondents' overwhelming ownership and use of laptops. As shown in figure 2, 73 percent of the respondents preferred laptops for accessing their online course via the learning management system (LMS). Majorities of respondents also preferred their laptops for viewing video content and learning with simulations and games."
Photo by Sheila Webber: Buddleia and a winter sky, February 2019

Sunday, February 17, 2019

Critical Approaches to Credit-Bearing #infolit Courses; Wikipedia

A new book: Pashia, A. and Critten, J. (Eds). (2019). Critical Approaches to Credit-Bearing Information Literacy Courses. ACRL. ISBN 978-0-8389-8947-0. US $62.00 or $55.80 to ALA Members (or as an e-book at $44.00/$40.00). There is more information at https://www.alastore.ala.org/content/critical-approaches-credit-bearing-information-literacy-courses There is an open access version of the chapter Wikipedia-Based Assignments and Critical Information Literacy: A Case Study by Amanda Foster-Kaufman in an institutional repository: https://wakespace.lib.wfu.edu/handle/10339/93475
Photo by Sheila Webber: Pigeon in the branches, February 2019

Saturday, February 16, 2019

Information Literacy’s Third Wave? #infolit

An interesting blog post from Barbara Fister:
Fister, B. (2019, February 14). Information Literacy’s Third Wave: The daunting complexity of becoming information literate today. https://www.insidehighered.com/blogs/library-babel-fish/information-literacy%E2%80%99s-third-wave "What’s new is not just that we are constantly connected to the internet, thanks to the computer-formerly-known-as-a-phone that we carry everywhere in our pockets, but our lives are in the pockets of a small number of very large companies that have colonized the internet and any number of industries. They have turned the internet and what we do on it into the engine for a new form of capital..."

Friday, February 15, 2019

Recent articles: Engineering students and practitioners; Latino students and the academic library

Volume 45 issue 1 (2019) of the priced Journal of Academic Librarianship includes the following article:
- Comparing the Information Needs and Experiences of Undergraduate Students and Practicing Engineers by Margaret Phillips, Michael Fosmire, Laura Turner, Kristin Petersheim, & Jing Lu (Pages 39-49) (extract from the abstract "The results of this study reveal differences between students and engineers and are informative for both academic and corporate librarians. Key findings affirm previous research that novices are more confident in their abilities than experts. Additionally, the findings suggest undergraduates prefer quick, easy to digest content like online videos and news, while engineers are more likely to learn by consulting a colleague or other subject expert, and through reading journals and trade literature."
- Latino students and the academic library: A primer for action by Marta Bladek (Pages 50-57) - pulling out a paragraph focusing on information literacy "Presented in a variety of formats, information literacy instruction, is another initiative libraries should actively pursue to improve Latino students' academic experience. Given Latino students' unfamiliarity with the function of academic library, orientations, workshops, and course-integrated instruction should ideally be offered early in the first year (Green, 2012; Long, 2011). To engage students more directly, Montiel-Overall et al. (2015) urge librarians to seek out opportunities to teach alongside classroom faculty more often. Green (2012) recommends information literacy instruction beyond the library and the classroom; partnering up and training peer mentors is just one strategy worth trying. Molteni and Bosch (2014) suggest that, if possible, libraries develop multilingual learning objects to complement instruction and reference services, including online tutorials, research guides, or supplementary websites."
Go to: https://www.sciencedirect.com/journal/the-journal-of-academic-librarianship/vol/45/issue/1
Photo by Sheila Webber: Echinocactus grusonii, Glasgow Botanic Gardens, January 2019

Wednesday, February 13, 2019

Media Education Conference in Lapland #medialiteracy #infolit

Taking place in Sallatunturi, Lapland, on the 24 – 26 April 2019, the Media Education Conference (MEC 2019) "is an informal and friendly conference, which participants attend to exchange ideas and information dealing with media education, educational use of ICTs and learning environments." It is organized by the Centre for Media Pedagogy at the University of Lapland and the theme of MEC 2019 is Media Education on the Top
For more info go to: https://www.ulapland.fi/EN/Events/MEC-2019 Unfortunately it clashes with LILAC, or I would be very tempted to go.
Photo by Sheila Webber: spring flowers, and items from the Information School's celebration of the Chinese New Year today. I made the origami heart

Tuesday, February 12, 2019

#ILAGO #infolit outcomes and criteria; Open Pedagogy in Library Instruction

ILAGO (Information Literacy Advisory Group of Oregon [USA]), following consultation, have produced a draft Outcomes and Criteria for Transferable General Education Courses in Oregon: Information Literacy which give outcomes and criteria for the ACRL IL Frames. They called for examples related to specific disciplines and plan to "submit these to the Higher Education Coordinating Commission in early 2019". It is interesting as an example of the ACRL Framework adapted to the needs of local standards or accreditation. See https://ilago.wordpress.com/2018/12/11/we-want-your-input/
I found out about this from the recorded webinar on Open Educational Resources for Student Success includes a section presented by Colleen Sanders, Clackamas Community College, USA, on Open Pedagogy in Library Instruction (starting at 23 min 51 secs), including reflecting on the ACRL Framework in relation to the open approach. Go to https://openoregon.org/archived-webinar-oer-for-student-success/. Thanks to Amy Hofer for sharing information on the webinar recording.
Photo by Sheila Webber: Glasgow Botanic Gardens "killer plants" (that's how they labelled it!), January 2019

Monday, February 11, 2019

Registration open for Illinois Information Literacy Summit

Registration is open for the Illinois Information Literacy Summit taking place on 5 April 2019 at the Moraine Valley Community College campus, Illinois , USA. The theme is News, Media and Disinformation: Making Sense in Today’s Information Landscape and the keynote is from Dr. Nicole A. Cooke, Associate Professor and MS/LIS Program Director, School of Information Studies, University of Illinois at Urbana-Champaign. Cost is US $45 for attendees or $25 for presenters (includes breakfast, lunch and materials). For more info go to http://informationliteracysummit.org/
Photo by Sheila Webber: Glasgow Botanic Gardens, January 2019

Sunday, February 10, 2019

Registration open for: California Conference on Library Instruction 2019 #CCLI2019 #infolit

You can register for CCLI 2019, taking place May 3rd 2019 at the University of San Francisco, USA, with the theme Reimagining Student Success: Approaches That Increase Participation, Representation, and Relevance. Early bird tickets (til March 1st): US $60.00; Regular tickets: $74.50; Student tickets: $45.00 Go to: http://www.cclibinstruction.org/2019-conference/ for the programme and registration.
It is also worth highlighting the fact that presentations from previous conferences are available e.g. from the 2018 conference at http://www.cclibinstruction.org/2018-conference/
Photo by Sheila Webber: powder puff tree, Glasgow Botanic Gardens, January 2019

Saturday, February 09, 2019

7th Annual International Critical Media Literacy Conference

Probably a bit late to register for this unless you happen to live nearby - but the 7th Annual International Critical Media Literacy Conference takes place on February 22-23, 2019 in Savannah, Georgia, USA. "This multidisciplinary conference is designed to aid current educational leaders, future teachers, youth, and other concerned citizens in their understanding of mass media and its impact on the events that shape our daily lives. Promoting critical media literacy is essential in excavating social inequalities and fostering participatory democracy during the 21st century." More information at https://academics.georgiasouthern.edu/ce/conferences/criticalmedia/
Photo by Sheila Webber: hacked down, Sheffield, February 2019.

Friday, February 08, 2019

Recent articles: #infolit assessment; ACRL Framework; multicultural approaches; rubrics; format confusion; social justice; interdisciplinary collaboration

The latest issue of open access journal Communications in Information Literacy (volume 12 issue 2) has been published. It includes:
- Closing the Loop: Engaging in a Sustainable and Continuous Cycle of Authentic Assessment to Improve Library Instruction by Teagan Eastman, Kacy Lundstrom, Katie Strand, Erin Davis, Pamela N. Martin, Andrea Krebs, and Anne Hedrich
- Navigating Roadblocks: First-Year Writing Challenges through the Lens of the ACRL Framework by Glenda M. Insua, Catherine Lantz, and Annie Armstrong
- Meeting Students Where They Are: Using Rubric-based Assessment to Modify an Information Literacy Curriculum by Brianne Markowski, Lyda McCartin, and Stephanie Evers
- Everything Online is a Website: Information Format Confusion in Student Citation Behaviors by Katie Greer and Shawn McCann
- A Multicultural Approach to Digital Information Literacy Skills Evaluation in an Israeli College by Efrat Pieterse, Riki Greenberg, and Zahava Santo
- Librarians in the Lead: A Case for Interdisciplinary Faculty Collaboration on Assignment Design by Rachel Wishkoski, Kacy Lundstrom, and Erin Davis
- Engendering Social Justice in First Year Information Literacy Classes by Conrad R. Pegues
- Development, Interest, Self-direction and the Teaching of Information Literacy by Steve Black
- Understanding Financial Conflict of Interest: Implications for Information Literacy Instruction by Heather B. Perry
Go to https://pdxscholar.library.pdx.edu/comminfolit/vol12/iss2/



Thursday, February 07, 2019

#HarryPotterBookNight2019

As tonight is Harry Potter Book Night, I will celebrate by linking to an old post, in which I (in 2003) examined the pedagogy of Harry Potter. The boy wizard himself practices experiential learning and the Harry Potter books provide ample examples of what not to do in the information literacy classroom (e.g. denying that Authority Is Constructed and Contextual by continually looking for right and wrong answers, or turning your learners into ferrets), and some examples of good practice (e.g. rather a lot of Searching as Strategic Exploration, including most of book 7). Anyway, here is the blog post: https://information-literacy.blogspot.com/2003/06/the-pedagogy-of-harry-potter-5.html

For more Potterism, there is also: Freier, M.P. (2014). The librarian in Rowling's Harry Potter series. CLCWeb: Comparative Literature and Culture, 16(3). https://doi.org/10.7771/1481-4374.2197 "In her article "The Librarian in Rowling's Harry Potter Series" Mary P. Freier discusses Hermione Granger's skills as a librarian and researcher which lead to the defeat of Lord Voldemort. In each novel in the series, Hermione's research provides the necessary information for the solving of the mystery. Throughout the series, Hermione proves to be the only character who can use books effectively without putting herself or others in danger. Hermione begins the series as a child who loves the library, but does not always know how to use it effectively, while Madam Pince begins the series as a stereotypical librarian and disappears entirely by The Deathly Hallows."

Wednesday, February 06, 2019

cfp: What’s Grit Got to Do with It? New Approaches for IL Instruction #infolit

There is a call for proposals for the 2019 Connecticut Information Literacy Conference, taking place on June 14, 2019, at the University of Hartford, Hartford, USA. The theme is What’s Grit Got to Do with It? New Approaches for IL Instruction. The deadline for submission is March 8 2019, and the sessions are 45-50 minute breakouts, including Q & A. The conference keynote is Eamon Tewell. "Grit is defined as a mix of persistence and passion. It is a virtue often attributed to academic and career success. Join us for a full exploration of grit: its benefits, limitations, and applications for Information Literacy Instruction." The application form is at https://goo.gl/forms/UQkMvvaqcz1iaovi2 and more info at https://ctlibraryassociation.org/ctinfolit_about
Photo by Sheila Webber: Cacti, Glasgow Botanic Gardens, January 2019

Tuesday, February 05, 2019

Recent articles: #IBL; assessment; research; transfer students; outreach #infolit

The latest issue of open access publication College and Research Libraries (volume 80, No 1, 2019) includes the following:
- Library User Education as a Window to Understand Inquiry-Based Learning in the Context of Higher Education in Asia: A Comparative Study between Peking University and the University of Tsukuba by Qianxiu Liu, Bradley Allard, Patrick Lo, Qingshan Zhou, Tianji Jiang, Hiroshi Itsumura
- Authentic Assessment of Student Learning in an Online Class: Implications for Embedded Practice by Jessica Alverson, Jennifer Schwartz, Sue Shultz
- Research is an Activity and a Subject of Study: A Proposed Metaconcept and Its Practical Application by Allison Hosier
- Instruction and Outreach for Transfer Students: A Colorado Case Study by Lindsay Roberts, Megan E. Welsh, Brittany Dudek
- Visual Literacy in Practice: Use of Images in Students’ Academic Work by Krystyna K. Matusiak, Chelsea Heinbach, Anna Harper, Michael Bovee
The table of contents is at https://crl.acrl.org/index.php/crl/issue/view/1120/showToc
Photo by Sheila Webber: Pitcher plants and moss, Glasgow Botanic Gardens, January 2019