Friday, October 11, 2019

#Digital #Resilience framework published

The Digital Resilience Working Group, part of the UK Council for Internet Safety (UKCIS) has produced a short booklet with the UKCIS digital resilience framework. "Digital resilience helps individuals recognise and manage the risks they come across when they socialise, explore or work online. It is achieved primarily through experience, rather than learning and it is fostered by opportunities to confide in trusted others and later reflect upon online challenges. ... "Digital resilience is a dynamic personality asset that grows from digital activation i.e. through engaging with appropriate opportunities and challenges online, rather than through avoidance and safety behaviours."
This is an interesting framework, that, I would say, overlaps with various Information Literacy, Digital Literacy and Media Literacy frameworks. The four elements are: Understand, Learn, Know, Recover. Attitudes and behaviours such as planning and self-reflection are associated with it.
Photo by Sheila Webber: hydrangea, September 2019

Thursday, October 10, 2019

Exploring the intersections of information literacy and scholarly communications

The one-day event Exploring the intersections of information literacy and scholarly communications is on 2 December 2019, at Liverpool Central Library, Liverpool, UK. Cost is £85 to ILG members, £100 to non-members. "Inspired by ACRL’s 2013 report: Intersections of Scholarly Communication and Information Literacy: Creating Strategic Collaborations for a Changing Academic Environment we will seek to explore how we can move away from institutional separation of information literacy and scholarly communication matters to encourage new perspectives for our advocacy work with academics and students in these areas. The day will build on aspects of a popular session from this year’s LILAC conference: Information Literacy and Open Access: two movements one aim? Through presentations and activities we will identify key areas where information literacy and open access intersect and how librarians might be able to leverage this support to engage key stakeholders and support both agendas." Sessions from:
-Dr Elizabeth Gadd (Loughborough University): Research evaluation literacy: skilling up for responsible research evaluation
- Padma Inala and John Hynes (University of Manchester) “Opening the door”: looking towards an ‘open’ dialogue as part of the student experience.
- Claire Sewell (University of Cambridge): Which Way Now? Supporting Librarians' Skills in an Ever Changing Landscape.
- Chris Morrison (University of Kent) The value of the CLA licence and open access to support teaching
To book, go to
There is a bursary place "in memory of friend and colleague Marion Kelt .... Marion was well known and respected in the library sector particularly for her award winning work on copyright. To apply for this bursary, please submit a 250-500 word summary to indicating why you are interested in this event and how you think the day’s content may benefit your work or organisation. Submissions must be received by 23rd October, and the winning submission will be published as a blog post on the Information Literacy Group blog."
Photo by Sheila Webber: cake and coffee, vital for both information literacy and scholarly communications

Wednesday, October 09, 2019

#Metaliteracy MOOCs

Two MOOCs on Metaliteracy are available for registration via Coursera
(1) Metaliteracy: Empowering Yourself in a Connected World "Learners will be introduced to the metaliteracy model, learn about copyright, intellectual property, and open-licensing through the Creative Commons, and explore digital storytelling as a creative form of information production. By the end of this MOOC, learners will see themselves as content creators and develop a digital artifact or story of their own."

(2) Empowering Yourself in a Post-Truth World "This course explores a wide range of issues related to the post-truth world and empowers learners to think about the role of experts in society, examine false representations in constructed media, reflect on their own biases, and explore ways to build collaborative communities of trust and reinvent a truthful world. Learners will be empowered to raise and share their own voice by creating a digital response to the post-truth world."
Photo by sheila Webber: Hydrangeas, September 2019

Tuesday, October 08, 2019

Health Information and Libraries Journal (HILJ Journal Club) #HILJClub

There is a blog post journal club, discussing articles from Health Information & Libraries Journal, at The latest discussion is here: "Tom Roper (Clinical Librarian, General Surgery and Digestive Diseases, Urology, Acute and Emergency Medicine, Critical Care, Trauma and Orthopaedics, Royal Sussex County Hospital) has selected the following article: The Embase UK filter: validation of a geographic search filter to retrieve research about the UK from OVID Embase, by Lynda Ayiku and others available at:"

Monday, October 07, 2019

Canadian Media Literacy Week #MediaLitWk

This week (7-11 October) is Canadian Media Literacy Week and "This year MediaSmarts is encouraging Canadian Media Literacy Week participants to Break the Fake and check information before sharing it online. A suite of free online resources is available for Media Literacy Week Collaborators and educators, including a Break the Fake workshop and lesson plans. " Go to and below is the advert they are using to encourage people to question the news.

UK National Libraries week #LibrariesWeek

This week is National Libraries Week in the UK. The theme is digital and "will celebrate and explore how libraries are engaging communities through technology, building digital skills and confidence, encouraging digital participation and inclusion, supporting health, wellbeing and education and supporting local business and enterprise." I think there is an information literacy angle there! There is also a competition to build your ‘Library of the Future’ out of LEGO bricks.

Friday, October 04, 2019

Everyday information literacy #PMLGConference19

My colleague Pamela McKinney is giving a workshop at the PMLG (+ ILG) National Conference 2019: Information Literacy in Public Libraries taking place today in London, UK. This is a description and a link to her slides
"This reflective workshop on everyday information literacy will enable participants to explore the contextual and individual nature of information literacy, and how to relate this to their own practices as an information professional. Information literacy will be explicitly linked to concepts of lifelong learning, citizenship and participation in the information society. Participants will reflect on their own experiences of developing information literacy in their daily lives, and use this as a platform to develop their conceptual understanding of information literacy. Annemaree Lloyd’s model of “Information Landscapes” will provide the framework for a reflective activity where participants will identify the information they had to master in order to become information literate in an aspect of their daily lives. Participants will be encouraged to discuss their evolving understanding of information literacy, and how that relates to their role as an information professional. A discussion of how library services and librarians can support the development information literacy given the diversity of patron needs due to differing levels of education, media literacy and life stage and socio-economic status. Sharing and discussing aspects of current good practice and will provide ideas for future service development." Slides are at

Thursday, October 03, 2019

Deepfakes explained

Last month the UK's Centre for Data Ethics and Innovation published what they call a "Snapshot Paper" with a useful overview of Deepfakes and Audiovisual Disinformation. The 20 page publication includes definitions and about deepfakes and shallowfakes and outlines issues and concerns. It can be found here in pdf:
It is also linked from this webpage (which links to two other reports at time of writing, including one on smart speakers and voice assistants:

Create your own AnimationNo-one is going to take this infolit talking cat for a deepfake, but I generated it here and thought it was rather cute.

Wednesday, October 02, 2019

Call for proposals open #LILAC20

The call is open for proposals for the 2020 LILAC (UK information literacy) conference, to be held 6-8 April 2020 at Manchester Metropolitan University, Manchester, UK. The strict deadline for proposals is 5pm UK time, 13 November 2019. "LILAC welcomes proposals which address information literacy from all sectors and contexts. For LILAC 2020 we invite you to present on any aspect of information literacy, there are no specific themes. We ask that your presentation makes explicit reference to your innovative practice or research in information literacy. All submissions to the conference are peer reviewed before acceptance." The options are: Micro-teach (15 minutes); Masterclass ("Think of it as a Teachmeet with more time" - 1 hour); Workshops (1 hour); Short presentation (20 minutes); Long presentations (45 minutes + 15 minutes for questions); Panel Discussion (60 minutes).
More information at

Including more diversity in Information Literacy education

An interesting blog post from Angela Feekery about Un-silencing the silent voices , on the New Zealand Information Literacy Spaces blog. She talks about ways of including more diverse voices and perspectives in information literacy teaching and learning. She also mentions a previous blog post giving an information literacy perspective on decolonising the curriculum.
Photo by Sheila Webber of Bryn Oh's art installation "Daughter of gears"

Tuesday, October 01, 2019

Call for papers WILU: Visions of the Possible #WILU2020

There is a call for proposals for the Canadian Information Literacy conference due to take place 27-29 May 2020 in Halifax, Canada.
WILU 2020. Deadline for proposals is  November 15, 2019. The conference theme is Visions of the Possible and the conference is hosted by Dalhousie, Mount Saint Vincent, and Saint Mary’s Universities. They say about the theme: "Teaching is, in part, about asking questions. Thoughtful teaching considers questions like “what is happening in this classroom?” and “what works in helping students learn?” Visions of the possible, a phrase borrowed from the Scholarship of Teaching and Learning (SoTL), goes further and asks us to ponder “what if?” and avoid making assumptions. Visions of the possible anticipate surprise and embrace the unexpected nature of some of teaching’s most important outcomes."

You can put in proposals for: Presentation (45-minute session); Panel discussion (45-minute session); Lightning talk (5-minute session). Conference info is at Links to previous WILU conference websites are here:

Monday, September 30, 2019

Understanding Media and Information Literacy in the Digital Age #GlobalMILweek

A substantial free book was given out at the Global MIL Week feature conference last week, and it is also available free online as a pdf. It was edited by Professor Ulla Carlsson (the keynote speaker) with chapters on policy, practice and research. The majority of authors are from Sweden, with a few other international contributors.
Carlsson, U. (ed). (2019). Understanding Media and Information Literacy in the Digital Age: a Question of Democracy. Department of Journalism, Media and Communication (JMG), University of Gothenburg.

Sunday, September 29, 2019

Opening session; Recipients of the UNESCO Media and Information Literacy awards #GlobalMILweek

There is a report on the opening session of the Global Media and Information Literacy (MIL) feature conference (in Gothenburg, Sweden, 24 September 2019). Opening speakers included Anna Ekstrom, Minister of Education, Sweden (pictured, in red), "who noted that MIL is necessary ingredient for civic engagement, freedom of Information, and pluralistic media". The report is here
Additionally, UNESCO GAPMIL (Global Alliance for Partnerships on Media and Information Literacy) makes MIL awards each year. For 2019 the six recipients (announced at the feature conference) were:
- UNICEF Montenegro
- The journal Revista Comunicar (in Spanish here and in English here
- Prof. Alexander V. Fedorov (Russia) ("one of the most influential professors and researchers in Russia in the field of MIL")
- Mr Frank Baker (USA) who "has taken the MIL related message to schools in the US, as well as in Singapore, Mumbai, India and Nairobi Kenya for more than twenty years."
- The Palestinian Youth Association for Leadership and Rights Activation (PYALARA
- The UK news literacy project NewsWise
More information at
Photographer Ann-Charlotte Ferm (Region Västra Götaland)

Friday, September 27, 2019

Media education in São Paulo schools; faculty development in Thailand; Gaming literacy; framework for engaging with hypercriticality #GlobalMILweek

I will do a few more posts to catch up with the Global Media and Information Literacy feature conference, although I'm now back in the UK. The session that I chaired on Wednesday had five talks with varied perspectives. One focused on MIL education in São Paulo schools, one on critical gaming literacy, one on Digital and Media Literacy for faculty in Thailand, one on critical approaches to news, and I will select some key points on those below. The fifth one was a talk from me and Bill Johnston about transformational learning for adults, and I will blog that separately.
Firstly, Carlos Alberto Lima and Maria Celia Rehder (Educommunication Nucleus, Brazil) talked about 18 years of media education in São Paulo schools, and the progress over time. They started by sketching out some statistics about the city: 12 million inhabitants and 3,834 schools with over 1 million students. There is a municipal law which identifies that the population should learn about media literacy. Study of the UN Strategic Development Goals (SDGs) is integrated into the primary curriculum and this is done with and through Media and Information Literacy (MIL) activities. The students have various media projects, produce pictures, videos and podcasts etc. 470 schools have a “youth press”. Teachers also get taught about MIL, with 25,000 trained in 18 years and 4000 in 2019. There was a recent survey that showed that 40% of the students enjoyed participating in the communication/ production activities.
Jomkwan Polparsi (University of the Thai Chamber of Commerce) gave details of the programme to develop university faculty’s use of Technology Enhanced Learning, incorporating MIL elements and encouraging the faculty members to reflect on their approach to learning design. Stage 2 of the project had “champions” from the faculty redesigning the course themselves. This redesigned course has three levels: exploration of core technical tools, “productivity” (addressing learning design and management of the TEL tools) and then “community”, with the emphasis on sharing examples and experience. The goal was developing the learning ecosystem (which includes the element of “pain” as well). The university runs MOOCs (ThaiMOOC), has had a project with primary schools, and is planning educational programmes for older people. They are working closely with Apple, which they were open about and had found pragmatically useful.
Jonas Linderoth (University of Skovde, Sweden) gave a talk focusing on the concept of critical gaming literacy. He identified the pervasiveness of computer gaming, but also the way in which it is often not treated seriously (despite the huge value of the gaming market) or is demonised. You can find out more about his work here, here and here.
Finally, Yves Collard (Media Animation, Belgium) started by identifying that the message from teachers was now not so much that they wanted young people to be critical with the media, but rather that the young people were be hypercritical: over-doubtful of journalists and the media, and likely to succumb to conspiracy theories. In fact he identified that this has become a subculture of young people who felt there was “no truth”. In order to engage with them it was important to understand them and not to just look down on them. He identified five approaches to challenging a “no truth, conspiracy theory approach to information, each of which had both opportunities and limitations. This was an interesting framework that I wasn’t able to take full notes on (because of my responsibilities chairing the session) so I hope to follow up n it. However I did take photos of some of his slides. Four of the five frames were: empiricism (with a focus on facts and truth); de-constructivism (which focuses on getting people to deconstruct the media to look at elements such as language, producers and representations); ideology (concentrating on the broader political context of the media and its producers, and the influencing factors); and the collective approach, looking at why people share media (I took a picture of a slide with the remaining element but I’m afraid it turned out too blurred to read, though from someone else’s notes the heading was “cognition”). I think the idea was to generate questions which meant that people thought about an item from all five perspectives, so that you overcome the limitations of using only one of these frames. For example the empirical frame (which I think is the one most commonly encountered in library tutorials) is not enough if someone has a strongly held opinion which is not going to be changed by advocating fact checking, but someone might start to question their opinion if they use some of these other approaches to interrogate a media item. His site is also interesting (French language).
Photos by Sheila Webber

Wednesday, September 25, 2019

Media literacy developments in South Korea, Croatia, Ireland #globalMILweek

The previous session at the Global MIL Week feature conference was one in which I was moderator (and a presenter) so I needed to have my attention in the room and I will blog about that later. Now I will liveblog the next session, on national policy and initiatives. The first speaker was Seojoong Kim (SungKangHoe University, South Korea) talking on Development and characteristics of media education ploicy in Korea. He identified the pressures on media, because of dictatorship and religeous groups, and relative lack of freedom of expression in the 70's. Media education grew after the fall of dictatorship, but since 2010 there has been another problem, in the form of social distrust of traditional media and the rise of fake news. He proposed government, citizen and market as the three agents for change. The Korean Broadcasting Commission had played a part in developing media education policy. A key event was revision of the Broadcasting Act, with the introduction of rights and interests of viewers (e.g. supporting a viewers' organisation), and more public access programmes. The MediAct (2002) created media centres, in which citizens have the leading role. There was then further growth in media education services, to more marginalised groups, and also with more engagement in schools. There are currently efforts to introduce the Media Education Supporting Act, with various stakeholders banding together to promote it. Throughout this development the active partcipation of citizens was emphasised, as was the fact that the nature of and needs for media education were constantly evolving.
Next Monika Valecic (Gong, Croatia) talked about Gong, which is a civil society organisation focused on enhancing the democratic process, including citizens' participation in the process. They do education, research and advocacy. The organisation started in 2012. Education for Civic Literacy is a course they run which is designed for teachers. Political Literacy, Media Literacy and EU literacy are the three pillars (it is a pity that EU Literacy was not taught earlier, in the UK, was my thought!) (see photo). They are trying to institute "a new way of thinking about things". A problem is covering the important material in the restricted time! Also they discuss what teaching methods to use e.g. role play, sharing experiences, analyzing media content, watching and listening, group work, debate and reading. Examples of how to use these methods in the classroom are given to the teachers (who are the students of the course).
Finally Philip Russell (Technological University of Deblin, Ireland) talked about the Be Media Smart campaign, the national media literacy campaign inIreland. I have blogged about this before (Russell also spoke at the CILIP conference). It is an initiative of Media Literacy Ireland, which has about 120 members of all sorts, private and public sector. The campaign was built around the idea of getting people to think about the provenance of their information as much as they thought about the provenance of their food. The slogan was stop / think / check, and it was in TV, radio, social media (in which libraries were particularly prominent) and print. The dedicated website is Russell emphasised the involvement of libraries, and their key role in developing MIL. There will be another campaign in Spring 2020. For that they aim to develop a campaign tool-kit and it will need to continue to have a multi-stakeholder approach - Russell highlighted the neccessity of this when there is no national policy. Also the involvement of the broadcasting agency was advantageous in getting affordable advertising in broadcasting media.

MIL resources from Twitter; Misinformation in Mongolia #globalmilweek

I'll be liveblogging again from the Global MIL week conference in Gothenburg today. Ronan Costello (Twitter) talked about use of the UNESCO MIL curriculum and related materials, which they have developed for use with students and will make available as a resource site. This includes examples of how the material could be used in class. This resource is going to be available for Global MIL week in October and Twitter will promote the #thinkbeforesharing hashtag. Also during MIL week they will donate advertising for selected worthy nonprofits who want to advertise their MIL resources. Other things mentioned in the talk were statistics about the number of accounts that were challenged or banned by Twitter.
Namnandorj Bayaraa (Remo Media, Mongolia) talked about misinformation in Mongolia. He started by saying that the penetration of the internet in Mongolia was 70% and most people had smartphones. 65% of the population is under 35. He gave examples of fake news. One was saying that Macdonalds was opening and giving away iPhones (they don't Have a Macdonalds in Mongolia) and others to do with giveaways and fake news about food e.g. a soup having antibiotic powers, food products carrying serious diseases. The speaker pointed out that it was easy to laugh if you were media literate, but generally people were stuck being bombarded with this material. Additionally there was a lot of propaganda. For example socialism / communism compared with democracy: with the former portrayed as causing health and happiness and the latter social problems and misery. Satirical sources such as the Onion would be translated into Mongolian as fact. The speaker went on to describe what Remo Media is doing to improve MIL. Examples were having awareness campaigns, working with news companies and in schools. Their website (Mongolian) is here