Wednesday, August 15, 2018

Disinformation Resilience Index

At the end of July 2018 a report was published giving the Disinformation Resilience Index for various countries, published on the Ukrainian Prism website. The organisation is a " a network-based non-governmental analytical center that specializes in foreign policy and international security issues". I have done limited verification myself on it, but at any rate the idea of Disinformation Resilience and the reports themselves are worth a look.
They say "The aim of this research is to assess the level of resilience to foreign, foremost Kremlin-led, disinformation in 14 countries of Eastern and Central Europe, including the Visegrad states (Czech Republic, Hungary, Poland, Slovakia), Eastern Partnership countries (Azerbaijan, Armenia, Belarus, Georgia, Moldova, Ukraine), Baltic states, and Romania. Based on an analysis of data collected by the EU’s East StratCom Task Force in its Disinformation Reviews, four basic categories of disinformation were singled out, namely: a ) unsourced or falsified claims; b ) non-credible claims with sources; c ) claims based on earlier unsourced or non-credible claims; and, d ) conspiracy theories." (p7)
The Index is composed of three factors (see page 16 of the report) (A) Population exposure to Kremlin-led media (B) Quality of systematic responses e.g. Media community regulations (C) Vulnerability to digital warfare (e.g. Presence of debunking initiatives). The Index is quantified for each country, and interviews and desk research were used as well to compile narrative reports for each country. Sadly, whilst Media Literacy is included as a section for each country (with media literacy initiatives being seen as part of the "systematic responses" indicator) they do not seem to have looked at the presence or absence of Information Literacy.
From this page you can view online or (link at the top) download the pdf
Photo by Sheila Webber: dog in Greenwich Park, July 2018

Tuesday, August 14, 2018

New articles: school standards and IL; Collaboration; Syllabi; Active learning and IL

The latest issue of The Journal of Academic Librarianship (volume 44 issue 4) (priced publication) includes:
- The New National School Library Standards: Implications for Information Literacy Instruction in Higher Education by Caitlin Gerrity
- Bridging the Great Divide: Librarian-faculty Collaboration in Selected Higher Institutions in Lagos State Nigeria by Adefunke O. Alabi
- Play On? Comparing Active Learning Techniques for Information Literacy Instruction in the Public Speaking Course by Jennifer L. Bonnet, Liliana Herakova, Ben McAlexander
- Following the arc of learning: Using syllabi to target instruction in a professional graduate program by B. Grantham Aldred
Go to
Photo by Sheila Webber: crow on Blackheath, London, July 2018

Monday, August 13, 2018

Recent articles: information literacy and workplace learning

Middleton, L., Hall, H., Muir, L., and Raeside, R. (2018, November). The interaction between people, information and innovation: information literacy to underpin innovative work behaviour in a Finnish organisation. Paper presented at ASIS&T 2018 Annual Meeting, Vancouver. (open access)
"Investigated in this paper is the role of information literacy in the learning of innovative work behaviour in the workplace, and the associated information behaviours that allow for innovative work behaviour to develop.... The findings derive from analysis of data generated in twelve semi-structured interviews conducted within a Finnish organisation.... The analysis reveals that: (1) information literacy skills serve as a prerequisite for workplace learning; (2) information behaviours support the learning of innovative work behaviour and; (3) a variety of information sources support employees as they learn to behave innovatively."

Ain, C.T., Sabir, F. and Willison, J. (2018, early access publication). Research skills that men and women developed at university and then used in workplaces. Studies in Higher Education. (open access)
"This qualitative study probed the mismatch between graduates’ and employers’ perspectives, especially in regard to graduates’ learning orientation and investigating skills". The Research Skills Development framework which they use consists of: "Embark and clarify: embark on research and clarify the needs for knowledge, heeding ethical, cultural, and social factors; Find and generate: find information and generate relevant data, using discipline-appropriate methods; Evaluate and reflect: evaluate information and data and reflect on processes used: Organise and manage: organize information and manage the processes of research: Analyse and synthesise: analyze information and data, and synthesize new knowledge; Communicate and apply: communicate and apply new knowledge, conscious of ethical, cultural and social adaptation and flexibility."
This is interesting research, but I do find it surprising that they not only ignore research to do with information literacy & workplace learning, but they also scarcely mention Inquiry Based Learning which would seem very relevant to this framework.
Photo by Sheila Webber: Kelham Island Museum, Sheffield, July 2018

Friday, August 10, 2018

Digital Literacy Resource Platform (Berkman Klein Center)

There was a lot of publicity in the past week about Facebook launching a Digital Literacy Library that aimed to help people educate children about safe and responsible use of social media etc. However, it also received criticism for leaving out some topic areas and also for material literally being missing (see e.g. the article by Rachel Kaser). The main problem I have encountered is that it just says "Sorry, this content isn't available right now" when I try to access it (so I am leaving out the web address until it seems stable).

However, as I understand it (as far as I can, since I can't actually find the Facebook resources) Facebook have substantially reused resources from the larger resource offered as the Digital Literacy Resource Platform by the Berkman Klein Center for Internet and Society at Harvard University. These resources are licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) license, so are worth knowing about anyway.

On the home screen there are topics (e.g. "Digital access" "Data Literacy" "Artifical Intelligence" "Positive behaviour") and if you click through each has one or more units. Then each unit is a page with learning goals, links to resources, and suggested activities and assignments. There is a topic "Information Literacy" but it has a very large number of units (none of them explaining what information literacy is) so to be honest that section looks rather random. I think that each unit was tagged with all the subjects that apply, so (and I would not disagree with this, obviously!) a lot were tagged with IL.

However, I think overall the units are worth investigating as they are consistently and concisely presented, with some interesting subjects (e.g. using the digital space for advocacy) and useful links and teaching suggestions.
It says the Berkman site was produced by "a network of collaborators for curating and producing new tools. Our network includes MIT Scratch, New York Public Library, Press Pass TV, NuVu, the Engagement Game Lab, the Walnut Hill School, iKeepSafe, the National Writing Project, and WGBH" It's at
Photo by Sheila Webber: Dog in Greenwich Park, July 2018

Thursday, August 09, 2018

CILIP Definition of Information Literacy

The UK's CILIP Information Literacy Group (ILG) are keen to promote the new CILIP Definition of Information Literacy, and have produced posters and a postcard featuring the definition (see right for an example). You can download them here:

Wednesday, August 08, 2018

What does Facebook know about you? short online course

There is a short free online course led by Simon Knight and Kirsty Kitto, University of Technology (UTS), Sydney: What does Facebook know about you? It says you will: Find out what data Facebook has about you, with hands-on exercise and tools; Learn what your data says about you, and how that can be used to influence you; Gain practical insight into issues of privacy and data ethics; and (the promotional bit!) Gain a taster of how we work in the UTS Master of Data and Science Innovation.
I didn't work through it all, but enough to see that it has short videos and quizzes/ surveys and links and guidance on tools you can use to discover more about your online footprint/shadow. They don't require much information about you when you sign up, so it is something you could also incorporate into teaching. Go to - embedded below is the teaser video.

Tuesday, August 07, 2018

Presentations from the Health Libraries Group conference: health literacy; evidence-base; IL training; searching, and more

Presentations from the (UK) Health Libraries Group conference (June 2018) have been put online at
There are lots of informative presentations, including:
- Collecting meaningful feedback on information literacy (IL) training: results of a project to evaluate feedback methods: Zoe Thomas, Assistant Librarian (Information Services), London School of Hygiene & Tropical Medicine
- Literature searching peer review in practice: enhancing the skills of searchers: Rachel Playforth, Assistant Librarian (Knowledge Management), Brighton and Sussex University Hospitals NHS Trust
- Introduction to health literacy: awareness, skills and resources: Ruth Carlyle, Head of Library & Knowledge Services and TEL, Midlands and East, Health Education England
- High tech and low tech approaches to interactive information skills teaching: YiWen Hon, Knowledge Resources Manager, Royal Marsden NHS Foundation Trust
- Quality and reporting of literature search strategies in systematic reviews (SR) published by London School of Hygiene & Tropical Medicine affiliated authors: Jane Falconer, User Support Services Librarian, London School of Hygiene & Tropical Medicine
- How an activity-based Journal Club has been used to help staff and students improve their confidence at reading scientific papers: Katy Oak, Librarian, Royal Cornwall Hospitals Library and Catriona Organ, Librarian, Cornwall Health Library
- Peer teaching and information retrieval: the role of the NICE Evidence search student champion scheme: Dr Laura Sbaffi, Lecturer in Health Informatics, Sheffield University and Anne Weist, Education Manager, National Institute for Health and Care Excellence
- Epistemic lenses and virtues, beyond evidence-based medicine (it says on the site that the title is "Encouraging clinicians to source evidence-based material and share decisions with patients" but the presentation is interestingly more critical in its perspective) Dr Mark Murphy, Academic General Practitioner & Lecturer in Department of General Practice, Royal College of Surgeons, Ireland
- Synthesising and summarising the evidence in practice: Rachel Steele, Clinical Librarian, Tees, Esk & Wear Valleys NHS Foundation Trust and Gillian Foster, Clinical Information Specialist, NHS Digital
- Transparent, comprehensive and reproducible searching to minimise risk of bias in systematic reviews (SRs): how information specialists and librarians contribute to improving review quality and minimising research waste: Kate Misso, Information Specialist Manager, Kleijnen Systematic Reviews Ltd.
- Supporting a diverse workforce - strategies to improve digital and information literacy in health and social services in Scotland: Katie Edwards, Knowledge Manager, NHS Education for Scotland
- #ukmedlibs: Twitter chats and continuing professional development: Tom Roper, Clinical Librarian, Brighton and Sussex NHS Library and Knowledge Service, Holly Case Wyatt, Library and Knowledge Development Lead, Health Education England London and South East and Samantha Burgess, Library Service Manager, Hampshire Healthcare Library Service
- Is anybody out there? Using interactive peer review methods in online Information Literacy (IL) teaching to encourage engagement, provide feedback, and support learning for distance learners: Zoe Thomas, Assistant Librarian (Information Services), London School of Hygiene & Tropical Medicine
Photo by Sheila Webber: In Greenwich Park, July 2018

Monday, August 06, 2018

Reuters Digital News Report and News Literacy

In June the Reuters Institute for the Study of Journalism published the 2018 Reuters Digital news report. It is based on research carried out by the market research organisation YouGov, with 74,000 respondents in 37 countries (in Europe, the Americas and Asia-Pacific) to an online questionnaire. There were also focus groups held in the USA, Germany, Brazil and the UK. A particular focus was trust and misinformation. Snippets from the main findings:
"Across all countries, the average level of trust in the news in general remains relatively stable at 44%, with just over half (51%) agreeing that they trust the news media they themselves use most of the time. By contrast, 34% of respondents say they trust news they find via search and fewer than a quarter (23%) say they trust the news they find in social media."
Elsewhere they note that the trend towards using social media for news seems to be declining for the first time. However use of some platforms, such as Whatsapp, has increased. Those in Finland and Portugal trusted the news most (both 62%), whilst, of the countries surveyed, Greece (26%) and South Korea (25%) had least trust.
There are some interesting observations in the report on the focus groups e.g. "Looking at our survey results, we find that when consumers talk about ‘fake news’ they are often just as concerned about poor journalism, clickbait, or biased/spun journalism. Indeed, this is the type of misrepresentation that they say they are most often exposed to (42%)." There is also insight into people's opinions on "alternative" news sites in the four different countries that had focus groups, and it seems like the type of "alternative site varies by country.
One section is on News Literacy ( which they calculated using three questions: Which of the following news outlets does not primarily depend on advertising for financial support? Which of the following is typically responsible for writing a press release? How are most of the individual decisions about what news stories to show people on Facebook made? (go to the site to see the options they provided). They then correlated the results with some of the other questions and discovered that: people with higher news literacy had a higher preference for newspapers and newspaper websites, are more likely to consider credibility indicators of news on social media, and consume news from a range of sources. They are also less likely to trust information from search engines and social media.
The section on disinformation and misinformation is also interesting ( with different proportions of people concerned about specific types of misinformation in different countries (the types that were asked about were: Stories where facts are twisted to push an agenda; Stories that are completely made up for commercial or political reasons; Poor journalism; The use of the term fake news to discredit news media; Headlines that look like news but turn out to be adverts; Satire). Another point was that people perceived misinformation offline, not just online: "It is striking that there is little difference in self-reported exposure to misinformation between those that mainly consume news offline and those that mainly consume news online (though in most cases exposure online is slightly higher). This runs counter to the frequent tendency in public discussions to associate misinformation with online media."
The whole report is at
Photo buy Sheila Webber: Palace Pier, July 2018

Sunday, August 05, 2018

New articles: Library and Information Research

The open access journal Library and Information Research has just published its latest issue (Volume 42, Number 126). It includes the articles:
- Emergence of a new method: The Grounded Delphi method by Katherine Jane Howard
- Approaches for investigating university libraries as learning organisations by Saowapha Limwichitr, Judith Broady-Preston, David Ellis
- Methodologies for conducting research in an indigenous context by Spencer Lilley
Go to the issue contents page at
Photo by Sheila Webber: my hydrangea, August 2018

Survey on academic librarians’ perceptions and implementation of the ACRL Framework

John Siegel is conducting a research into academic librarians’ perceptions and implementation of the ACRL Framework for Information Literacy. I imagine it is implicitly aimed at North American librarians, since the criteria for inclusion are "you provide library instruction at an academic library and have an ALA-accredited master’s degree in library and information science (i.e. MLS/MLIS) or recognized equivalent" (though e.g. CILIP-accredited UK qualifications are recognised by the ALA). The survey is at

Friday, August 03, 2018

Information Literacy in the ASEAN Region and Beyond

Registration is open for the IFLA Information Literacy Section WLIC Satellite Meeting: Information Literacy in the ASEAN Region and Beyond which takes place at the Universiti Kuala Lumpur, Kuala Lumpur, Malaysia on 23 August 2018. It is free, but pre-registration is required and places are limited to 50. Lisa Janicke Hinchliffe, Chair of the IFLA Information Literacy Section, leads "a day-long basic training opportunity related to information literacy teaching in libraries. Topics will include instructional design, teaching strategies, assessment, and ongoing professional development. The satellite meeting will be structured as a collaborative and interactive workshop. Lunch and break snacks will be provided." More information, and registration, at It looks like deadline for registration is 10 August 2018.
Photo by Sheila Webber: part of "water, Steel, Stone" by Joanna Whittle, Kelham island, Sheffield, August 2018

Thursday, August 02, 2018

Ibero-America Information Literacy / Alfabetización Informacional en Iberoamérica #alfin

The wiki Alfabetización Informacional en Iberoamérica: estado del arte / Ibero-America Information Literacy: state of the art has been relocated (as the old platform, Wikispaces, has ceased). The wiki includes the Havana declaration in hispanic languages, overviews, and many links to resources relating to specific countries, and is a key resource for the region.
There is also an open-access book which compiles the main content from the site, at The graphic is the project logo.

Wednesday, August 01, 2018

Undertaking an information needs assessment

A useful resource I came across recently is Undertaking an information needs assessment -a practice guide, which was produced by the UK Health Forum, Research and Information Services team in July 2016. As well as describing steps in carrying out such an assessment (including consideration of ethical issues) there is a short literature review and an Excel file with questions you might ask if part of the assessment is a questionnaire. This "question bank" file is particularly useful as it addresses four different areas (demographics, information needs & resources, organisational culture & service, skills and training) and they have drawn on previous research studies to identify valid options that you might offer for each question in multiple-choice questionnaires. "Information needs" studies do not seem so fashionable as "User experience" studies but are obviously still very important.
Photo by Sheila Webber: roses, Lewes, July 2018

Monday, July 30, 2018

Navigating the Deep Web: advanced search strategies for researchers

On 15 November 2018 in London, UK, there is a course from information expert Karen Blakeman, organised by UKeiG: Navigating the Deep Web: advanced search strategies for researchers. Costs are: UKeiG/CILIP members £180 + VAT; others £220 + VAT. More information at
Photo by Sheila Webber: St Anne's church, Lewes, July 2018