Friday, April 21, 2017

Badke's Research Strategies

There is a new edition (the 6th) of William Badke's Research Strategies: Finding your Way Through the Information Fog. As well as a general update, the new edition has a new chapter "What is this Thing Called 'Scholarship' and Why Does it Matter? incorporating a clear explanation of the main features from the ACRL Framework for Information Literacy in Higher Education" and "Interaction with concepts from the Framework for Information Literacy throughout the book". "At this point only print is available, but various e-formats are coming soon." For more information go to http://williambadke.com/textbook.htm
- Badke, W. (2017). Research Strategies: Finding your Way Through the Information Fog. iUniverse. ISBN-13: 978-1532018039 (note that, when I looked, the links on the Amazon site to the kindle and hardback versions were for the previous edition, it is just the paperback version which is the new edition)
Photo by Sheila Webber: cherry blossom, April 2017

Thursday, April 20, 2017

InfoFest

InfoFest is a free one-day conference (with free lunch) for information professionals taking place at the University of Kent's Canterbury (UK) campus on 4 May 2017. "The day, organised by CILIP in Kent and the University of Kent, will include a range of talks on challenges and opportunities for information professionals in the digital age, with a particular focus on digital literacy and combatting fake news. You'll have the chance to learn: what it was like to be in charge of Sweden's national Twitter account when Donald Trump mentioned a non-existent security incident in Sweden; how information literacy in schools affects students' transition to university; how to manage your digital footprint and online identity; why accessibility tools are good for everyone.... InfoFest is open to staff in all sectors, at all levels." Additionally, one of the morning breakouts is Information literacy framework in higher education from Maria Bell (London School of Economics). It looks an interesting day. Register at https://alumni.kent.ac.uk/events/infofest-2017
Photo by Sheila Webber: Charlton Park, April 2017

Designing Information Literacy Instruction: The Teaching Tripod Approach (event)

Organised by Southern California Instruction Librarians (SCIL), Designing Information Literacy Instruction: The Teaching Tripod Approach takes place on May 12 at the Geisel Library, University of California, San Diego, USA. CARL Members: $67; Non-members: $100; Student/Retiree: $33.50 "Spend the day with Dr. Joan Kaplowitz as she helps us transform our approach to providing information literacy instruction through the use of instructional design principles. Discover the interconnectedness of learning outcomes, learning activities, and assessment, and how these elements fit together in her Teaching Tripod Approach along with other insights to provide engaged learning for both face-to-face and online learners." Register at https://www.regonline.com/scilspring2017
Photo by Sheila Webber: spring, April 2017

Wednesday, April 19, 2017

Featured Teaching Librarian: Christina Holm

The ACRL Instruction Section Teaching Methods Committee's latest Featured Teaching Librarian is Christina Holm and the interview with her is at http://acrl.ala.org/IS/featured-teaching-librarian-christina-holm/
Photo by Sheila Webber: white lilac, April 2017

Webinar: Accessibility in Teaching with Technology

The ACRL Instruction Section Management & Leadership Committee offers a free webinar on May 1 2017 at 1-2pm US Eastern time, which is 6-7pm UK time: Accessibility in Teaching with Technology. "Students bring a diversity of needs to our classroom. Teaching with accessibility in mind can help us include and accommodate them all. In this webinar you will learn how to incorporate accessible practices and values into your teaching with technology. This webinar will focus on classroom climate, selecting tools and platforms, presenting information, and training student creators." The presenter is Stephanie Rosen (Accessibility Specialist at the University of Michigan Library, USA). Register here
Photo by Sheila Webber: white cherry, April 2017

Tuesday, April 18, 2017

Translating the ACRL Framework for Information Literacy into Our Teaching Practices @LibJuiceAcademy

Translating the ACRL Framework for Information Literacy into Our Teaching Practices is a 6 week asynchronous online course; part of the Library Juice programme, this course is run by Andrea Baer, and it starts on May 1 2017, until June 9 2017. The cost is US$250. More information at http://libraryjuiceacademy.com/119-framework.php
Photo by Sheila Webber: white cherry blossom, April 2017

Monday, April 17, 2017

New articles: Student confidence; gender difference; visual tools; graphic novels

The latest issue (volume 43, no. 2) of The Journal of Academic Librarianship (priced publication) includes:
- Information Literacy Instruction in an English Capstone Course: A Study of Student Confidence, Perception, and Practice by Susanne F Paterson, Carolyn White Gamtso
- Students' perceptions of their information literacy skills: the confidence gap between male and female international graduate students by Russell Michalak, Monica D.T. Rysavy, Alison Wessel
- The Use of Visual Tools in the Academic Research Process: A Literature Review by Crystal Renfro
- Leveraging Librarian Liaison Expertise in a New Consultancy Role by Mark A. Eddy, Daniela Solomon
- (open access item) Graphic Novels: Collecting, Cataloging and Outreach in an Academic Library by Aimee Slater, Ann Kardos
The contents page is at http://www.sciencedirect.com/science/journal/00991333/43/2
Photo by Sheila Webber: statue of Elliot with cherry blossom, Weston Park, Sheffield, April 2017

Thursday, April 13, 2017

Howard, Farley and Dix win at #lilac17

On Tuesday the winners of the UK's Information Literacy Group's Information Literacy awards were announced at the LILAC conference. The Information Literacy Award winner was Helen Howard from the University of Leeds, in particular for her work with second year students https://library.leeds.ac.uk/second-year-success/. The winner of the Credo Digital Award was Charlie Farley for 23 Things for Digital Knowledge at the University of Edinburgh. The winner of the Lagadathon (for information literacy games) was Tracy Dix from the University of Warwick for her frogger-inspired Harvard referencing game.
Also, a reminder that all of Pam McKinney's great reports on the LILAC conference can be found at http://information-literacy.blogspot.co.uk/search/label/lilac17
Photo by Pam McKinney: Swansea beach, April 2017

Wednesday, April 12, 2017

#lilac17 day 3: @acarbery gives exciting keynote

Another report from Pam McKinney @ischoolPam at the LILAC conference: Pam writes:
"Alan Carbery's keynote started in dramatic fashion with a 12 party popper salute which was energising! In Champlain College, USA, there is an embedded programme of IL development where librarians work with academics to design and deliver IL teaching over the full span of students' courses. Librarians are given access to students work so they can understand IL development needs. If students are explicitly asked to include peer reviewed journal articles or cite correctly, then students will do that. However there are concerns that these approaches are not transferred to assignments where these instructions are not so explicit, or indeed into real world scenarios.
"Alan challenged us to be critical of our own approaches to IL teaching; is it genuine, meaningful and authentic? Is our teaching too centred on academic information and sources, and how this prepares students for life after college. What would 'real world' information literacy teaching look like?
"Champlain college tries to address some of these issues through their IL teaching e.g. through inviting students to consider the western perspective in information landscapes. Students looked at original historical documents about the 'evils' of Chinese immigration, and frame this with the modern debates about immigration in the US. discussions take place in class about gender inequality in information - thanks to sources like the daily mail 'legsxit' story. So essentially important social issues around gender, race and inequality can be used to frame discussions about information authenticity, quality and power with students.
"Information literate people are able to challenge power and speak truth through sharing information on social media. These sources are just as valid for understanding society as academic sources. Alan played part of a TED presentation on filter bubbles-the way in which google and Facebook use algorithms to present us information they they select for us based on our history and preferences. This is another important point of discussion with students, particularly in the light of the recent events such as the 2016 US presidential election result and the Brexit vote result.
"Alan spoke about the challenge of fake news, and the deliberate rejection of established evidence based journalism by political figures, and the inability of established models of authenticity checking to expose fake news. This in an information literacy problem.
"IL teaching in universities can help students to become curious and questioning, and help them become information literate citizens."
Photo by Pam McKinney: LILAC venue

Information seeking behaviours of advisors to policy makers for homelessness in Ireland #lilac17

Another report from Pam McKinney at the LILAC conference: Pam writes
"The second session of the day featured a presentation by Caitriona Honohan on The information seeking behaviours of advisors to policy makers for homelessness in Ireland. There are increasing numbers of homeless people in Ireland who access emergency housing services. Caitriona was concerned with how research into homelessness reached policy-makers. She Interviewed 6 participants who were all advisors to policy makers from various organisations, e.g. civil servants, homeless charities and regional local government.
"The aim of the project was to understand how and where they searched for information and any barriers they faced. An instrumental case study methodology was adopted with purposive sampling. The interviews lasted around 30 minutes and were audio recorded. A grounded theory approach with a constant comparison was taken to the data analysis.
"The findings showed that personal contacts were key to the information seeking behaviours, but participants also used databases, websites of trusted organisations and libraries. Barriers included time constraints, and limited access to academic sources. The participants displayed "satisficing" behaviours due to time constraints.
"Participants suggested using big data analysis of homelessness data as has been done in other countries, and greater sharing of anonymised data between organisations (charities and government departments). More research would be welcomed on homelessness data and better communication between charities and accommodation providers. It was identified that a central information portal for all stakeholders, which included free access to academic information, would be the ideal solution. Informal personal contacts between homelessness service providers and academic researchers were very important, and the formalisation of these contacts would benefit services."
Photo by Pam McKinney: LILAC delegates enjoy the Swansea beach, April 2017

Syrian Scots information literacy way-finding practices: final day of #lilac17

Here's the first of Pam McKinney's reports about the final day of the LILAC conference. Pam writes:
"Dr Konstatina Martzoukou from Robert Gordon University spoke about her Information Literacy Group funded project Syrian Scots information literacy way-finding practices: phase 1 research findings. The presentation focuses on the findings from a research project with Syrian refugees who refer to themselves as "new Scots". The participants who arrived in Scotland have come from refugee camps in Syria and have protected status for 5 years while they gain Scottish citizenship. They are entitled to specialist support and services e.g. housing, welfare, health, education integration etc. It is Important that the service providers understand the (information) needs of the new Scots, and help them become active contributors to society.
"The aim of the project was to examine the information related experiences and information literacy practices of Syrian refugees. 2 Syrian refugees offices, 9 Syrian men, 9 Syrian men and 1 volunteer took part in focus group and interviews.
"All new Scots received ESOL [English as a Second Language] classes and a welcome pack with basic information. In addition there was a 24 hour Arabic helpline and an interpreting service. A variety of support information was created e.g. credit card sized flash cards that could be used with GPS, and a what's app group facilitated by volunteer interpreters. Most participants were heavy users of mobile phones (rather than computers) and found the whatsapp group very useful, and also services such as google translate.
"Drawings were collected from participants, which showed that learning English was one of the main barriers to integration, and the language was linked to self confidence, health, wellbeing and employment opportunities. People were worried about the future, and were concerned about displaced family members.
"Service providers were concerned about the 'right' time to provide information, as when people were new arrivals they were not in the right frame of mind to understand all the new information.
"Scottish public libraries are looking to develop their support for wellbeing, for all members of the community. As part of this they are developing services particularly aimed at Syrian new Scots, e.g. children's books in Arabic. A programme of peer education has been developed where groups of newly arrived refugees meet with facilitators and those who have been there longer to develop their language skills.
"Project blog: https://syrian-information-literacy.blogspot.co.uk/2016/11/first-report-to-information-literacy.html "
Photo by Pam McKinney: Swansea, 2017

Tuesday, April 11, 2017

Twitter and more at #lilac17

I am passing on reports about the LILAC conference from my colleague, Pam McKinney, but of course there is also an active Twitter stream, which you can follow on the last day of the conference, tomorrow (Wednesday 12th April). The Twitter stream is at https://twitter.com/search?q=%23lilac17&src=typd. A few other links:
- There is a brief report on the first day, on the Information Literacy Group page http://www.informationliteracy.org.uk/2017/04/lilac-2017-day-1/
- Josie Fraser's keynote is at https://www.slideshare.net/josiefraser/the-library-is-open-librarians-information-professionals-as-open-practitioners
- Andrew Walsh's poster http://eprints.hud.ac.uk/31481/?platform=hootsuite
- Gore and Smith's Creating a social media mediated learning experience https://www.slideshare.net/teraknor/creating-a-social-media-mediated-learning-experience-lilac17
- Secker's Creative approaches to copyright education http://www.slideshare.net/seckerj/creative-approaches-to-copyright-education
Photo by Pam McKinney of Ian Vine's award winning photo of the Richard Burton archives - displayed at Swansea University, April 2017

Information literacy advocates #lilac17

Here's the next report from Pam McKinney at the LILAC conference. Pam writes:
"Ruth Curtis from the University of Nottingham presented on Information literacy advocates; a peer support scheme. This is a ten credit module for the Nottingham Advantage Award. The aim of the module is to develop IL knowledge, skills and confidence through the provision of peer support. UG Students from Medicine and health sciences take part and are assessed through a reflective portfolio. Students are invited to an interactive induction workshop and have a mid module review meeting. The IL Advocates are responsible for promoting their role to their peers e.g. On noticeboards, through social media and through academic staff. They record the number and type of enquiries they field, and the most frequently asked for support was with structuring searches on databases.
"Feedback that the IL Advocates have received indicates that they have had a positive impact on confidence and ability to use library resources. The Advocates have supported library staff in information skills sessions, and offered one-to-one support to students. IL Advocates developed their own IL capabilities and also other transferable skills such as team work."
There has been an article on this work: Curtis, R. (2016). Information Literacy Advocates: developing student skills through a peer support approach. Health Information and Libraries Journal, 33(4), 334–339. http://onlinelibrary.wiley.com/doi/10.1111/hir.12156/abstract (priced article)
Photo by Pam McKinney: Swansea, April 2017

Reaching out with research : promoting academic scholarship and synthesis via research cafes #lilac17

Another report from Pam McKinney @ischoolPam (pictured) at the LILAC conference:
"Katherine Stephen, research support librarian at Liverpool John Moores University presented Reaching out with research : promoting academic scholarship and synthesis via research cafes, focusing on the "present" pillar of the SCONUL model of IL. There aren't many opportunities for people to present their research in an informal and non threatening environment, so these research cafes were designed to provide this safe space and facilitate cross disciplinary engagement.
"Research cafes ran at lunchtimes, in faculty teaching spaces. Eventbrite was used to manage advertising and members of the public were encouraged to come. The problem of leftover food is partially solved by providing brown bag lunches that can be more easily passed on. It can be a good opportunity to promote particular library collections in conjunction with the researchers who use them. A key message was that librarians involving themselves in research events at their institution can really become part of the research culture and make connections with and between researchers."

Waking up webinars: bringing active learning online #lilac17

Another report from Pam McKinney at the LILAC conference: Pam writes:
"This afternoon I watched Dorothea Lemke from the Technical University of Munich, Germany, presenting Waking up webinars: bringing active learning online. Webinars can be very dull, or total information overload. Dorothea had a desire to create a focused learning environment for the IL webinars she presented (e.g. On citation practice and using reference management software)
"The webinars last for 2-2.5 hours as they want to cover the same amount of material as they would cover in a face to face class. Webinars always have 2 presenters, one who speaks and one who monitors and responds to the written chat. Webinar participants are always given time to share their perspectives and communicate with each other. Introductions are used to create engagement and break the ice in the chat window. Participants are invited to suggest topics to be covered through a tick box survey and an open text window which makes the webinar more relevant. The webinars always feature some exercises for students to engage with. It helps that students are using their own devices which means that particular problems can be solved at the time of need.
"Group activities can be tricky to implement in the webinar in the same way that they can be easily used in the face to face classes. They actively encourage questioning and information exchange to keep participants engaged. It was interesting that most people prefer to use written chat rather than voice chat which mirrors my experience of teaching on Adobe Connect for the distance learning students at Sheffield [that's on our MA Library and Information Services Management]. Students are supported after the webinar through individual appointments offered also in the webinar software. Dorothy recommended taking time to set up the webinar to make sure that technical problems are solved well in advance of the start time."
Photo by Pam McKinney:Swansea, April 2017

Metaphor me that #lilac17

Another report from Pam McKinney @ischoolPam at the LILAC conference: Pam writes:
"Elizabeth Brown from Central Washington University, USA, ran a workshop entitled Metaphor me that: using metaphor to aid information literacy understanding.
"Elizabeth used metaphors in her IL teaching to describe the research process e.g. It's a race track. Metaphors are a way for us to understand the world around us and create a conceptual bridge. They allow us to understand theoretical concepts with concrete objects. Scholarship as conversation [from the ACRL IL Framework] is an example of a metaphor in library science.
"We were given 3 scenarios to discuss in groups, and we were invited to think of metaphors that we could use to describe the research process to a student who was experiencing difficulties e.g. A student who was fixated on only one source: this is only hearing one instrument in the orchestra, you need to hear multiple instruments to understand the music.
"Students talk about 'navigating' the library search engine - meaning they see information search as a journey. This was a really enjoyable and active workshop, and I now have lots of great ideas about using metaphors in my own teaching."
By the way, apologies from me (Sheila) that I'm posting this morning's reports from Pam later than she sent them to me: I'm on holiday at the moment and was visiting Crystal Palace Park this morning (see picture)

#lilac17 day 2: Barbara Allan keynote

It's day 2 of the LILAC conference in Swansea and Pam McKinney @ischoolPam is reporting again. Pam writes:
"I attended Barbara Allan's keynote this morning, which was about the ways in which librarians can make an impact beyond the library and embed digital and information literacy in the wider university. Barbara once worked as an IT trainer for a group of gamekeepers, and learnt an important lesson- find out what you students are interested in and use this to frame the learning. As a result the gamekeepers constructed databases of gun manufacturers and bullet types!
"Barbara spoke about decision making in universities, and her realisation that decisions are made through networking, and getting people "on side" before committee meetings. There are many different tribes and territories in universities e.g. faculties, professional services, executive teams, governors and all have different priorities and foci. Researching academics' views of IL is a good way to get IL on their agenda because academics are very respectful of research.
"Finance, quality and reputation are 3 factors that underpin decision-making in universities, and we were invited to discuss which of these 3 factors was the driver of a recent decision made in our institution.
"Barbara discussed the factors that distract senior leaders from IL development: new buildings, change management, finance control and special projects. But equally these could be opportunities for IL. e.g with change management, work with committees to ensure that information and digital literacy appear in job descriptions. It's important to join project boards, volunteer to be chair or take on another vital role, work with a range of stakeholders, publicise both internally and externally. It can be good to get external funding and recognition e.g. National Teaching Fellow (of the UK Higher Education Academy).
"Barbara spoke about how to convince a senior manager to take up your idea, and recommended a book by Charvet (1997) Words that change minds

Monday, April 10, 2017

Using reflection to develop meta cognitive skills for IL #lilac17

The final post today from Pam McKinney at the LILAC conference and many thanks to her for these!
"Shirley Yearwood-Jackman from the University of Liverpool presented on using reflection to develop meta cognitive skills for IL. Shirley asked the question "are student self-assessments of their information literacy ability accurate?" i.e. Do they know what they don't know? Cognitive theories would suggest that students who are not information literate are not competent to judge whether or not they are information literate. Shirley showed part of this video https://m.youtube.com/watch?v=f-4N7OxSMok (embedded below) which was an entertaining presentation on meta cognition.
"Students wrote a reflective journal about the IL challenges they faced while on placement, and were given guidance on how to write reflectively. A feedback session was held where the reflective writing was discussed in groups, and Shirley gave tutor feedback on the writing. It was clear from the writing that students felt challenged by being on placement, they identified gaps in their own knowledge."

Information and digital literacy provision at the University of Sheffield #lilac17

Pam McKinney continues from the LILAC conference: Pam writes: "I was very interested to hear Vicky Grant, Rosa Sadler, Kate Grigsby, and Sophie Carlson from the University of Sheffield present on their participatory action research project looking at Information and digital literacy provision at the university. They wanted to codesign and co-deliver information and digital literacy and worked with a team of Student Ambassadors for Learning and Teaching. Vicky stated "Co-design places the offer closer to the students lived experience". Participatory Action Research is a collaborative methodology for change, it is undertaken with not on people. Student ambassadors were paired with librarians to co-develop a programme of workshops,for example a blogging workshop, and a workshop on finding and using images. All the workshops were co-delivered by the student ambassador and the librarian. Students shared their experiences of becoming knowledge creators through writing blogs.
"The masterclass was run as part of the project which featured a selection of short workshops offered in one room to small groups of 6 students, with a mixture of student and librarian facilitators. The event was marketed as "skills to complete your dissertation" and had a very high uptake.
"In reflecting on the project it was noted that it was difficult to arrange meetings face to face between staff and students, and that a discussion needs to take place at the start of the project about the best spaces in which to communicate and work. (See my paper on student group working for the same conclusion).
"The staff and students successfully created an atmosphere of trust which enabled them to work together on an equal basis, with a lack of power differential. Student ambassadors were given both support and responsibilities, a scaffolded approach to partnership.
"Staff felt challenged and rewarded through designing teaching that was outside their comfort zone, and found it valuable to work closely with students. Students have positively disrupted the status quo and have improved the work of librarians. Collaboration is troublesome and rewarding. It is important to listen, be willing to make changes and be flexible in your approach to undertake a participatory action research project"
This is the UoS information and digital literacy resource: http://librarydevelopment.group.shef.ac.uk/
Photo by Pamela McKinney, April 2017, Swansea (the previous photo was also by Pam)

Academic staff's views of Information Literacy #lilac17

Thank to Pam McKinney for another report from the LILAC conference: "Deborah Stebbing and Jane Shelley from Anglia Ruskin university reported on a study they undertook to understand the views academic staff have of IL. They had the support of a newly established pedagogical research unit at the university. Sheila's research on academic conceptions of IL was cited as being particularly useful background for the study.
"They used semi structured interviews to gather data from 22 lecturers, half in the business school and half from the health subject area. Interviewees were given the CILIP definition of IL prior to the interview. Lecturers were concerned with the linking of information to learning, and thought of information literacy as being very contextualised within their discipline, rather than a wider set of abilities across the life course. They were keen that information should be internalised and transformed. Lecturers found it difficult to differentiate skills associated with using information in their discipline, only different sources. In the health area it was identified that students needed to "keep up to date" with health practice as part of IL, whereas in the business subjects, knowledge of news and politics in the wider world was seen to be a key aspect of IL.
"Lecturers were asked what they thought the information literate student was like. They reported that some students are underprepared for university, they were technologically able but lacked skills to evaluate information. Students can be overwhelmed by the volume of information they find."

@josiefraser Open Education #lilac17 #yearofopen

The opening keynote is the next subject for Pam McKinney's @ischoolPam reports from the LILAC conference
"Josie Fraser @josiefraser gave a dynamic keynote on the theme of open education. She made a useful distinction between "free" and "open" - open resources can be changed and adapted for new situations, they can be used and reused for free. There has been a massive growth in the number of creative-commons licensed works. Josie explored the concept of Open Educational Practices which support the production, use and reuse of Open Educational Resources. These practices include opening up content for learners who are not formally enrolled, and teaching in open networks. It's important that OEP supports sustainable resources that are inclusive. Delegates were invited to tweet their examples of open practice using the #lilac17op. Josie concluded by stating "Open practice is the enactment of equitable ethical and sustainable learning experiences and resources"
Photo by Sheila Webber: lilac, April 2017

Information needs and behaviours of PGR students #lilac17

Another report from Pam McKinney @ischoolPam at the LILAC conference: Pam writes:
"Helen Young from Loughborough university library and Laura Montgomery from Taylor and Francis presented on the information needs and behaviours of PGR students. There is a literature review published in the New Review of Academic Librarianship (Spezi, 2016). Taylor and Francis wanted to understand how PGRs were using their resources. This was a small pilot study with the aim of improving support for PGR students. The research team collected data from a short survey, identified 10 core participants who completed research diaries over an 8 month period and took part in a focus group. The participants were sent prompt questions each month to help guide their entries. The delegates had the opportunity to vote using menti.com on the top 3 resources used by PGR students - google scholar was the top result which matched the responses from participants.
"However, participants were not using subject specific resources, they were going for a "good enough" search on google scholar. Participants used trusted sources and would keep going back to them. The researchers created process maps based on the diary entries of how students went about their search activities. There was a lack of awareness of services offered by librarians, and while there was no standard research workflow, the common aim was instant full text. Students mostly accessed resources from a desktop or laptop computer, very few used a mobile device.
"There was a variety of practice around managing information, but Mendeley was the reference management software of choice. Delegates thought that twitter would be the tool most used by PGRs to keep up to date, but actually participants reported that journal alerts were the most used source. Facebook was more heavily used than twitter for this purpose. Students reported finding it very difficult to keep up to date with their research area."
Reference
Spezi, V. (2016). Is information-seeking behaviour of doctoral students changing? A review of the literature 2010-2015. New Review of Academic Librarianship, 2(1), 78-106. Open access version at https://dspace.lboro.ac.uk/dspace-jspui/bitstream/2134/19987/3/979909.pdf
Photo by Sheila Webber: lilac, April 2017 (photoshop filter)

Workshop on reflective practice #lilac17

My colleague Pam McKinney @ischoolPam
is feeding me posts from the annual LILAC conference, being held this week in Swansea, Wales. Her first bulletin is on the Workshop on reflective practice led by Sheila Corrall and Alison Pickard. Pam writes
"Sheila Corrall has a long interest in continuing professional development and reflective practice, while Alison found that reflection is a large aspect of her approach to research, and was heavily involved with CPD through the CILIP career development group. It was identified that Scaffolding is necessary for effective reflection.
"It was fascinating to hear from all the delegates in the room and the diversity of interest in reflection and reflective practice from researchers, librarians and lecturers
"Sheila highlighted the value of reflection for professional development and evidence based librarian practice, as well as an essential competence for research. It also features strongly in models and frameworks for IL. Sheila gave a comprehensive list of tools, tactics and techniques for reflective practice, some of which we have used in our teaching with students on the information literacy module. We had the opportunity to discuss some reflective frameworks. I particularly liked Driscoll 1994 "what", "so what", "now what" reflective cycle which included ideas for sentence completion. We then discussed some barriers to reflection, and the lack of reflection at school level in the UK. Time for reflection for busy librarian teachers is limited, and there could be a limited understanding of how to reflect effectively and how to implement changes within institutional constraints. It's important for people to be able to choose the model of reflection that suits them, as there was some disagreement on our table about the model we liked best."

Friday, April 07, 2017

Call for chapters: Media and Information Literacy and Intercultural Dialogue #MILID Yearbook 2017

There is a call for abstracts (22-300 words) for chapters for this year's MILID yearbook. The deadline is 22 April 2017. "The Media and Information Literacy and Intercultural Dialogue (MILID) Yearbook 2017 is currently seeking proposals of articles. The MILID Yearbook is a peer-reviewed academic publication and a joint initiative of the UNESCO-UNAOC University Cooperation Programme on Media and Information Literacy and Intercultural Dialogue. The cooperation programme was launched in 2011 within the framework of the UNESCO University Twinning Programme (UNITWIN)."
The theme is: Media and Information Literacy in Critical Times: Re-imagining Ways of Learning. "The year 2017 comes with lots of challenges and major alterations taking place worldwide in the realms of politics, economy and social life. It has become more challenging than ever before to make sense of the abundance of information charged with agendas, hidden messages, fake news and leading frames. This does not concern only media but all forms of information including research findings on which important policy and decisions are based. Thus, understanding the media and making meaning of the information environments become an essential constituent of the learning process."
"Perceived as a fundamental citizenship competency in the 21st century, MIL contributes to helping people understand how they come to know or learn, transforming information into acquired knowledge based on which decisions can be made. Today, MIL is believed to be transforming, reforming and reinventing the dynamics of learning in many countries and contexts. Intending to delve deeper and explore the main aspects of this change, “Media and Information Literacy in Critical Times: Re-imagining Ways of Learning” has been selected as the main theme for the MILID Yearbook 2017."
Abstracts should be sent to cg.comunicacion.educacion@uab.cat and a.grizzle@unesco.org
More info at http://en.unesco.org/news/media-and-information-literacy-and-intercultural-dialogue-yearbook-2017-call-papers
Photo by Sheila Webber: cherry blossom, April 2017

Thursday, April 06, 2017

Teaching the next generation of Information Literacy educators: pedagogy and learning

I've just put on youtube a video of the presentation I co-authored with my colleague at the iSchool, Pam McKinney, Teaching the next generation of Information Literacy educators: pedagogy and learning. This introduces an action learning project that Pam and I are carrying out, looking at the "learning to teach" element in our Information literacy module (on our distance learning masters-level Library and information Services Management programme). Pam presents the video, and the talk was originally given on 2nd June 2016 at the Creating Knowledge 8 conference, Reykjavík, Iceland. We have had another presentation, updating on the project, accepted for the ECIL conference in St Malo in September.

Wednesday, April 05, 2017

New articles: search strategy; embedded librarians; international students

Volume 78 issue 3 of the open access journal College and Research Libraries includes the following:
- Gayle Schaub, Cara Cadena, Patricia Bravender, and Christopher Kierkus: The Language of Information Literacy: Do Students Understand? (283-296)
- Shailoo Bedi and Christine Walde: Transforming Roles: Canadian Academic Librarians Embedded in Faculty Research Projects (314-327)
- Amanda B. Click, Claire Walker Wiley, and Meggan Houlihan: The Internationalization of the Academic Library: A Systematic Review of 25 Years of Literature on International Students (328-358)
- Michael C. Goates, Gregory M. Nelson, and Megan Frost: Search Strategy Development in a Flipped Library Classroom: A Student-Focused Assessment (382-395) The home page for this issue is at http://crl.acrl.org/content/78/3.toc
Photo by Sheila Webber: daffodils, April 2017

Tuesday, April 04, 2017

The Global Kids Online #research toolkit #globalkidsonline

A useful set of resources for researchers has been developed by the Global Kids Online project: "an international research project that aims to generate and sustain a rigorous cross-national evidence base around children’s use of the internet". Although they are framed as being useful specifically to investigate online risks and opportunities for children, these materials could also be useful to people researching various aspects of the information literacy of children and young people. In particular the method guides (on topics such as "Participatory methods: engaging children’s voices" and on researching children of all ages) are more generally useful. There are four sections:
Qualitative tools "This contains the research instruments to enable you to design and carry out qualitative research on children’s online risks and opportunities. We have included materials needed for conducting and analysing individual interviews and focus groups with children."
Quantitative tools "This contains the research instruments to enable you to design and carry out quantitative survey research on children’s online risks and opportunities. We have included the materials needed for conducting and analysing a modular survey, including core, optional and adaptable questions."
Method guides "The method guides examine key issues related to researching children’s online risks and opportunities. Written by experts in the field, they give practical advice to researchers and include case studies, best practice examples, checklists, and useful links. Taken together, these guides will support you throughout the research process."
Adapting the tools "These resources are intended to assist you in deciding how best to adapt the tools provided for your specific country and research context. We have included some practical examples of how the Global Kids Online toolkit has already been adapted by our research partners and the lessons learned, along with some resources in a range of languages."
Go to: http://blogs.lse.ac.uk/gko/tools/
Photo by Sheila Webber: a wall in the Sheffield Methods Institute, March 2017

Webinar: Improve your instruction with classroom assessment techniques

On April 25 2.00-3.00pm US Eastern Time (which is 7-8pm UK time) there is an online discussion organised by the ACRL IS Teaching Methods committee: Improve your instruction with classroom assessment techniques: a conversation with Melissa Bowles-Terry and Cassandra Kvenild. "Melissa and Cassandra will discuss how they integrate assessment into their instruction and give practical tips on how to adjust and customize assessment for specific situations. Bring your questions! Time for Q and A will follow the presentation." Register at https://acrl.webex.com/acrl/onstage/g.php?MTID=e9643d1b4f87a21f508b3aa55a3a210d2
Photo by Sheila Webber: bees and blossom, March 2017

Monday, April 03, 2017

New articles: Information Literacy; Information Behaviour; Information Practice

Volume 22 issue 1 of the open access journal Information Research is a huge issue, including two supplements with the proceedings of important conferences. There are lots of papers covering information behaviour, information literacy and information practice. Firstly in the regular journal, so to speak, at http://www.informationr.net/ir/22-1/infres221.html articles include:
- Jia Tina Du and Jelina Haines: Indigenous Australians’ information behaviour and Internet use in everyday life: an exploratory study
- Vincas Grigas, Simona Juzėnienė and Jonė Veličkaitė: ‘Just Google it’ – the scope of freely available information sources for doctoral thesis writing
-Martin D. Hassell and Mary F. Sukalich: A deeper look into the complex relationship between social media use and academic outcomes and attitudes
- Sufang Wang and Jieli Yu: Everyday information behaviour of the visually impaired in China

Proceedings of CoLIS: 9th International Conference on Conceptions of Library and Information Science - Uppsala University, June 27-29, 2016
Contents page at http://www.informationr.net/ir/22-1/colis/colis2016.html Articles include:

- Louise Limberg: Synthesizing or diversifying library and information science. Sketching past achievements, current happenings and future prospects, with an interest in including or excluding approaches
- Michael Olsson and Annemaree Lloyd: Being in place: embodied information practices.
- Ola Pilerot, Björn Hammarfelt and Camilla Moring: The many faces of practice theory in library and information studies.
- Sally Irvine-Smith: Information through the lens: information research and the dynamics of practice.
- Cecilia Andersson: The front and backstage: pupils’ information activities in lower secondary school.
- Trine Schreiber: E-learning objects and actor-networks as configuring information literacy teaching.
- Syeda Hina Batool and Sheila Webber: Conceptions of school libraries and the role of school librarians: findings from case studies of primary schools in Lahore.
- Gillian Oliver: The records perspective: a neglected aspect of information literacy.
- Eamon Tewell: Resistant spectatorship and critical information literacy: strategies for oppositional readings.
- Veronica Johansson and Louise Limberg: Seeking critical literacies in information practices: reconceptualising critical literacy as situated and tool- mediated enactments of meaning.
- Jutta Haider: Controlling the urge to search. Studying the informational texture of practices by exploring the missing element.

- Hilary Yerbury and Ahmed Shahid: Social media activism in Maldives: information practices and civil society.
- John Mowbray, Hazel Hall, Robert Raeside and Peter Robertson: The role of networking and social media tools during job search: an information behaviour perspective.
- Bhuva Narayan and Medina Preljevic: An information behaviour approach to conspiracy theories: listening in on voices from within the vaccination debate.
- Fidelia Ibekwe-Sanjuan: The journey of information: how students perceive information in France using the draw and write technique.
- Jenna Hartel: Information behaviour, visual research, and the information horizon interview: three ways.
- Katriina Byström, Ian Ruthven and Jannica Heinström: Work and information: which workplace models still work in modern digital workplaces?
- Anita Nordsteien: Handling inconsistencies between information modalities - workplace learning of newly qualified nurses

Proceedings of ISIC: the information behaviour conference, Zadar, Croatia, 20-23 September, 2016: Part 2.
Contents page at http://www.informationr.net/ir/22-1/isic/isic2016b.html Articles include:

- Camilla Moring: Newcomer information seeking: the role of information seeking in newcomer socialization and learning in the workplace
- Isto Huvila: Distrust, mistrust, untrust and information practices.
- Gunilla Widén, Farhan Ahmad and Isto Huvila: Workplace information sharing: a generational approach
- Farhanis Mohammad and Alistair Norman: Understanding information sharing behaviour of millennials in large multinational organisations: a research in progress
- Ina Fourie and Valerie Nesset: An exploratory review of research on cancer pain and information-related needs: what (little) we know
- Theresa Anderson and Ina Fourie: Falling together – a conceptual paper on the complexities of information interactions and research gaps in empathetic care for the dying
- Heidi Enwald, Maarit Kangas, Niina Keränen, Milla Immonen, Heidi Similä, Timo Jämsä and Raija Korpelainen: Health information behaviour, attitudes towards health - information and motivating factors for physical activity among older people: differences by sex and age
- Trine Schreiber: Information seeking as idea-generating and -stabilizing feature in entrepreneurship courses at university
- Anika Meyer and Ina Fourie: Thematic analysis of the value of Kuhlthau’s work for the investigation of information behaviour in creative workspaces in academic libraries

Photo by Sheila webber: cherry blossom, March 2017


Saturday, April 01, 2017

Conceptions of school libraries and the role of school librarians: findings from case studies of primary schools in Lahore

The latest issue of the open access journal Information Research is a bumper one, including proceedings from two conferences as well as the usual articles. I will blog the full issue on Monday, but first I'll highlight an article by Syeda Batool and me ;-) It presents some results from her PhD work here at the Sheffield iSchool: Syeda (pictured) is a Assistant Professor in the Department of Information Management at the University of the Punjab, Lahore, Pakistan.
Batool, S.H. & Webber, S. (2017). Conceptions of school libraries and the role of school librarians: findings from case studies of primary schools in Lahore. Information Research, 22(1), CoLIS paper 1606. Retrieved from http://InformationR.net/ir/22-1/colis/colis1606.html
Introduction. This paper explores the conceptions of library as a place, conceived by primary school children and the role of school libraries in terms of meeting children's information needs. The article is based on a PhD study. This paper presents the selected findings related to the conceptions of libraries and the role of school libraries.
Method. The study used a multiple qualitative case study approach and data was primarily collected from children's focus groups, librarians' interviews, teachers' interviews, documents and observation.
Analysis. The present study used a combination of thematic and situational analysis approaches to analyse the data. The Nvivo 10 software was used to organize the data from coding to the final six broad themes. The themes were used in reporting results.
Results. It was found that primary school children conceive of the library as a place for reading, playing and a room to store books. In Pakistan, primary schools lack school libraries and offer limited services to children.
Conclusion. The majority of the children studying in state schools did not see libraries as physical places, they have different conceptions of the library. School libraries are playing a limited role in developing reading habits and making children independent learners.

Friday, March 31, 2017

Policy Brief on libraries and literacy; Soutenir les efforts nationaux d'alphabétisation: le rôle des bibliothèques; Aportes de las bibliotecas para contribuir a las iniciativas nacionales de alfabetización

UNESCO Institute for Lifelong Learning's Libraries and literacy: Using libraries to support national literacy efforts - UIL Policy Brief 6 (December 2016) has been published in French, Spanish and Arabic. The brief is a 4 page document which "examines the role of libraries in supporting lifelong literacy. The policy brief looks at how libraries nurture early literacy skills up to advanced levels of literacy proficiency, and the need for libraries to be involved in policy dialogue connected to literacy. The publication goes further to highlight the fact that libraries at every level, local and national, should be well-resourced to serve their surrounding communities and users in order to create a successful learning environment."
Thanks to Lisa Krolak for guiding me to the two ways in which you can access the non-English versions
1) There is a catalogue entry that has links to all four documents (English, French, Spanish, Arabic) at http://www.unesco.org/ulis/cgi-bin/ulis.pl?catno=246778
2) There is a news page with information about the document. You can see this page in English, French or German (but not Arabic!), and each version just contains a link to the briefing in that language. The English version is at http://www.uil.unesco.org/literacy-and-basic-skills/libraries-and-literacy-using-libraries-support-national-literacy-efforts. If you want the Spanish or French versions, look to the top left of the home page, where it says "English Français Español" and click for the appropriate language.
Photo by Sheila webber: fountain, Sheffield Botanic Gardens, March 2017

Thursday, March 30, 2017

Registration open: From Teaching to Learning: Context and Collaboration

Registration is open for the 16th Annual Information Literacy Summit, From Teaching to Learning: Context and Collaboration, taking place May 5, 2017, at DePaul University Library and Moraine Valley Community College Library, USA. The keynote speaker is Wendy Holliday, Head of Teaching, Learning, and Research Services at Cline Library, talking about Boundaries and sovereignties: Placing students at the center of information literacy. Information about Breakout Sessions is at http://informationliteracysummit.org/breakout-sessions/ Cost is $45 for attendees or $25 for presenters. The website is at http://informationliteracysummit.org/ Registration is here https://goo.gl/forms/narAg1zh0IV6hkDi1
Photo by Sheila Webber: spring in Sheffield Botanic Gardens, March 2017

Online Learning journal

Online Learning is a long established open access jornal. It is not specific to information literacy or librarians, but it is worth monitoring if you are engaged with online or blended learning. For example, the latest issue includes:
- Smith, S.U., Hayes, S. & Shea, P. (2017). A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014. Online Learning, 21(1). http://dx.doi.org/10.24059/olj.v21i1.963
- Wingo, N.P., Ivankova, N. & Moss, J. (2017). Faculty Perceptions about Teaching Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing Framework. Online Learning, 21(1). http://dx.doi.org/10.24059/olj.v21i1.761

Wednesday, March 29, 2017

Reecent papers: training in teaching; IL concepts; kindergarten children

Gammons, R., Inge, L. & Carroll, A. (2017). Sharing Our Success: Using a Teacher Training Program to Improve Information Literacy Instruction and Support MLIS Students. (full text paper, presented at the 2017 ACRL conference). http://hdl.handle.net/1903/19171 "A research library and an MLIS program have created a fellowship to develop future leaders in information literacy instruction. This conference paper presented at the Association of College and Research Librarians 2017 conference provides an overview of the fellowship’s curriculum and a discussion of the challenges and opportunities of working with an MLIS program. The paper concludes with results from the program’s first cohorts, including job placement rates for alumni, reflections from student participants, feedback from participating librarians, and lessons learned from fellowship directors."

Murphy, D. (2016) Dream of a common language: Developing a shared understanding of Information Literacy concepts. (full text of the paper presented at the ARL Assessment Conference). http://escholarship.org/uc/item/8fd4662m#page-1 "Librarians are an essential part of the diverse community of campus stakeholders focused on student success. Establishing a mutually understood and shared foundation of concepts is critical if we wish to collaborate successfully with these stakeholders on assessment projects and ultimately integrating information Literacy into campus learning outcomes and student success goals. The process of developing and normalizing a collectively accepted understanding of Information Literacy between librarians, faculty and institutional research partners was more of a challenge than anticipated and required research, discussion, documentation, and patience to achieve."


Chlapana, E. (2016). An intervention programme for enhancing kindergarteners' cognitive engagement and comprehension skills through reading informational texts. Literacy, 50, 125–132. doi: 10.1111/lit.12085. http://onlinelibrary.wiley.com/doi/10.1111/lit.12085/full (Priced)
"The purpose of the present study was to investigate whether systematic instruction of informational texts can enhance kindergarteners' cognitive involvement in text discussion and comprehension skills. The sample consisted of 15 children aged 5–6 years old in a kindergarten classroom located in a rural area in Rethymno, Crete. A four-phase intervention programme was implemented within a 2-month period. During the first phase, activities were carried out in order to familiarise children with the features of informational texts. During the subsequent phases, reciprocal teaching, What I know - What I want to learn - What I learned (KWL) practice and dialogic reading were used to help children comprehend text information, enhance their cognitive involvement in text discussion and train them in asking literal and inferential questions. The teacher's reading-aloud sessions were recorded and transcribed. Data showed that the intervention programme helped children recognise the features of informational texts, enhanced their cognitive involvement in text discussion and motivated them to demonstrate comprehension skills that are related to information processing."
Photo by Sheila Webber: spring, March 2017

Tuesday, March 28, 2017

Journal of Critical Library and Information Studies #critlib

Apologies for not blogging the very first issue of the  open access Journal of Critical Library and Information Studies more promptly! It came out last month, and this issue includes articles of particular relevance to information literacy:
- Contextualizing Information Behavior: A Methodological Approach by Nicole Marie Gaston
- Critical Pedagogy In Libraries: A Unified Approach by Melissa M. Gustafson
along with other articles such as:
- On “Diversity” as Anti-Racism in Library and Information Studies: A Critique by David James Hudson
- Mind the Gap: Towards the Integration of Critical Gerontology in Public Library Praxis by Nicole K. Dalmer
- Classification Along the Color Line: Excavating Racism in the Stacks by Melissa Adler
This first issue is at http://libraryjuicepress.com/journals/index.php/jclis/issue/view/1
Photo by Sheila Webber: magnolia stellata, Sheffield Botanic Gardens, March 2017

Monday, March 27, 2017

Global perspectives on Information Literacy

ACRL (Association of College and Research Libraries) Student Learning and Information Literacy Committee commissioned a report with perspectives from some non-USA countries on information literacy in those countries/regions: "We asked fifteen authors to reflect on research trends, models of information literacy,
theory and practice, the role of librarians, and envisioning the future of information literacy" (p. 145). There are contributions from authors based in Canada, Israel, New Zealand, México, the UK, Uganda, South Africa, United Arab Emirates, Croatia and Norway; and also a summary, foreward and reflection. Some of the authors also presented at the ACRL conference last week.
ACRL Student Learning and Information Literacy Committee. (2017). Global perspectives on Information Literacy: Fostering a dialogue for international understanding. Retrieved from http://www.ala.org/acrl/files/publications/whitepapers/GlobalPerspectives_InfoLit.pdf
Photo by Sheila Webber: Camellia, March 2017

Sunday, March 26, 2017

Access and inclusion: Outcomes for consumers in vulnerable circumstances

There is a research report from Ofcom on issues for vulnerable people in the UK (for example those with learning difficulties abd those with other disabilities) in terms of access to communication technologies (the internet, mobile phones and tablet computers etc.)
https://www.ofcom.org.uk/research-and-data/multi-sector-research/access-and-inclusion
"In this report, we present a range of data on the availability, take-up, use and affordability of communications services. This helps us understand how well the communications sector is meeting the needs of consumers whose circumstances make them vulnerable"

Thursday, March 23, 2017

Blog-post journal club: Flipping the classroom in business and education one-shot sessions #ILread

The next blog-post journal club takes place on 30 March 2017 at 8pm UK time (3pm US Eastern time, 12 noon Pacific time). The article is:
Cohen, M.E., Poggiali, J., Lehner-Quam, A., Wright, R. & West, R. (2016). Flipping the classroom in business and education one-shot sessions: a research study. Journal of Information Literacy, 10(2), 40-63. http://dx.doi.org/10.11645/10.2.2127
The authors have written an introduction and posed some questions for the blog-post discussion.
Anyone can join this discussion. Participants aim to read at least some of the article in advance, then come along at 8pm BST and join in the discussion by adding comments to the lead blog post (which has the authors' introduction), which is here: http://infolitjournalclub.blogspot.co.uk/2017/03/flipping-classroom-in-business-and.html
You can see how this works by looking at previous discussions on the blog at http://infolitjournalclub.blogspot.co.uk/

Wednesday, March 22, 2017

Webinar: Framework for Information Literacy: A Community College Showcase

The ACRL Student Learning & Information Literacy Committee is offering two free webinars

Framework for Information Literacy: A Community College Showcase. April 12 2017 12:00-1:00 pm US Central time, which is 6pm-7pm UK time. "This session will showcase the work of three community college librarians who have found recent success in using the Framework for Information Literacy in their practice." Speakers: Ellen Carey, Librarian & Assistant Professor, Santa Barbara City College; Carleen Huxley, Coordinator of Library Instruction, SUNY Jefferson Community College; Ann Roselle, Faculty Librarian at Phoenix College. Registration https://acrl.webex.com/acrl/onstage/g.php?MTID=ef836c92d1cd351f8e43679b6ce670cd0

Framework Freak-out: How to Stop Worrying and Learn to Live With the Framework. June 1 2017 12:00-1:00 pm US Central time, which is 6pm-7pm UK time.Speaker: Meredith Farkas, Faculty Librarian, Portland Community College (Sylvania Campus) "Librarians greeted the adoption of the Framework for Information Literacy with mixed emotions. Some discussions around the Framework make it seem like it has either doomed us all, requires a total reboot of our instruction programs, or that we need additional degrees in philosophy and instructional design to even understand it. The reality is not nearly so dire. In this presentation, Farkas, a pragmatist and long time instruction coordinator, will talk about how the Framework has enriched her work as one of many tools she relies on to inform her teaching, outreach, and assessment. She will also discuss approaches she and colleagues at Portland Community College have taken to embrace aspects of the Framework, particularly around outreach to disciplinary faculty." Registration https://acrl.webex.com/acrl/onstage/g.php?MTID=e642329730720e0ab7e7c13a00ae1d3dc
Photo by Sheila Webber: cherry blossom, March 2017

Teachmeet: Information Literacy and Making Judgements: from Brexit to The White House

There is a free Teachmeet at Staffordshire University, Stoke-on-Trent, UK, on 4 May 2017: Information Literacy and Making Judgements: from Brexit to The White House. It is sponsored by the CILIP Information Literacy Group. They are "looking for presenters and enthusiastic audience members": "We believe library and information professionals should make a significant contribution to addressing concerns about fake news, 'alternative facts' and echo chambers. We invite attendees to share their experiences of teaching, promoting and practicing Information Literacy at a challenging time for traditional media, reporting and information sharing." Register at http://bit.ly/2nivX9W
Photo by Sheila Webber: cherry blossom after rain (not fake, but photoshopped), March 2017

Tuesday, March 21, 2017

Information Literacy at #BOBCATSSS2017

BOBCATSSS is an annual library and information science conference, with particular involvement from LIS students. This year's BOBCATSSS took place in Tampere, Finland, 25-27 January, and the slides from conference presentations have been put online. It is an interesting collection, and includes some which are related to information literacy, including the one I've embedded below.



Monday, March 20, 2017

Webinar: Role of Information Scholars and Professionals in Responding to Fake News, Misinformation, and Propaganda

Heidi Julien (Professor and Chair of the Department of Library & Information Studies at the University at Buffalo) is presenting a webinar on 31 March 2017, at 1pm US Eastern time (which is 6pm UK time): The Role of Information Scholars and Professionals in Responding to Fake News, Misinformation, and Propaganda. It is free to members of the Association for Information Science and Technology (ASIS&T) and US $15 to others. It is sponsored by the ASIS&T Special Interest Group - Education. "In an era where fake news, misinformation, and propaganda are circulated rapidly via social media and destabilize traditional expertise and authority, information scholars and professionals are called upon to respond. We must engage in the public conversation about misinformation and its effects, and support those working to counteract it. Moreover, we need to educate future information professionals who can engage in these conversations and who can help others develop digital literacy skills. Perhaps now more than ever, digital literacy matters, not just as a skill set to enable citizens to analyze and evaluate the information they encounter; it is critical to many important social phenomena, including positive health outcomes (of particular importance when so much health information is now obtained online), workforce development, and participative governance. Increasingly, governments are delivering information and services only online, which requires citizens to be digitally literate in order to access that information. Digital literacy is also recognized as an essential competency for job performance, since information gathering, manipulation, and application are key work tasks. In light of the relevance and urgency of digital literacy, this webinar will explore ways we can educate information professionals to empower citizens to become discerning information consumers, and will explore the many challenges to the digital literacy agenda." Information is here and to register go to https://www.asist.org/product/webinar-the-role-of-information-scholars-and-professionals-in-responding-to-fake-news-information-and-propaganda/
Photo by sheila webber: cherry blossom, March 2017

Saturday, March 18, 2017

Scamspotting: choose online safety

A new video from my University (Student Communications, University of Sheffield) to alert people to online scams (to clear out people's bank accounts etc.) - in the style of the original Trainspotting trailer. 



Scamspotting from Student Comms - Uni of Sheffield on Vimeo.

Friday, March 17, 2017

Health Literacy Place #healthlitevent

Today there is a health literacy event in Glasgow (follow at https://twitter.com/hashtag/healthlitevent?src=hash) and one site that was tweeted was the National Health Service (Scotland)'s Health Literacy Place. One thing I'll highlight on the site is the 2 page flyer on Health Literacy and finding information that was produced in December 2016 - I have copied the 2nd page here (it's a 2 page pdf). Although it is customised to Scotland, I imagine they would be happy to let other people use its ideas/design, if you contacted them for permission. It's at http://www.healthliteracyplace.org.uk/resource-library/article/h/health-care-support-worker-resource-health-literacy-and-finding-information/

Thursday, March 16, 2017

#Citation Compass

A rather nice citation tool that was mentioned today in the blog post journal club conversation with Torunn Skofsrud Boger and Hanne Dybvik just now: the Citation Compass. I like the fact that it is all in one page: when you click on type of material (e.g. online thesis, book with one author) it pops up with the format for in text citation, reference citation and also how you would add it in EndNote. It was created by Norwegan librarians, but is in English. http://kildekompasset.no/references/apa-6th.aspx
Photo by Sheila Webber: more posters from the student Union elections

Wednesday, March 15, 2017

Defining and supporting the Scholarship of Teaching and Learning #SoTL #librarianSOTL

Following on from yesterday's post, there are publications on the Higher Education Academy's website on the Scholarship of Teaching and Learning: Defining and supporting the Scholarship of Teaching and Learning (SoTL): A sector wide study. The (2016) pack includes an "audit tool", a literature review, examples from different disciplines, examples of student engagement in SoTL etc. https://www.heacademy.ac.uk/resource/defining-and-supporting-scholarship-teaching-and-learning-sotl-sector-wide-study
Photo by Sheila Webber: banner for the Sheffield University SU elections March 2017, banner for Mayeda Tayyab

Tuesday, March 14, 2017

Online discussion of the scholarship of teaching and learning (SoTL), April 6 and May 31 2017 #librarianSOTL #SOTL

The ACRL Student Learning & Information Literacy Committee and the ACRL Instruction Section have organised a two-part discussion on the scholarship of teaching and learning (SoTL). "This free series will provide the opportunity to engage with leading SoTL scholars to learn more about this exciting area of scholarly inquiry." More information at http://acrl.libguides.com/slilc/sotl
Part 1: Introduction to SoTL: April 6, 2017 1pm US Central Time, which is 7pm UK time. https://acrl.webex.com/acrl/onstage/g.php?MTID=ecc72615ecc5f67923e1c9654c9a2dad2 "Three SoTL practitioners will discuss what this movement is and how it ties into educational theories, practices, and instructional design. Discussion leaders: Nancy Chick (University of Calgary), Margy MacMillan (Mount Royal University), and Cara Bradley (University of Regina)."
Part 2: Applying SoTL in Your Work. May 31, 2017 1pm US Central time, which is 7pm UK time. https://acrl.webex.com/acrl/onstage/g.php?MTID=ed285e8903f56eb78e19f545386cc942e "This discussion builds on the information shared in the first session. The presenters will share practical strategies and examples of SoTL work in academic libraries, including how librarians can integrate it into their own practice. Discussion leaders: Nancy Chick (University of Calgary), Margy MacMillan (Mount Royal University), and Cara Bradley (University of Regina)."
Photo by Sheila Webber: spring, the Royal Standard, March 2017

Monday, March 13, 2017

Information Literacy Journal Club: 16 March: An assessment of library instruction: #ILRead

The next blog-post information literacy journal club discussion will be on 16 March at 8pm UK time (4pm US EST, 9pm Norwegian time). The article to be discussed is:
Torunn Skofsrud Boger, Hanne Dybvik, Anne-Lise Eng, Else Helene Norheim. (2016) An assessment of library instruction: its influence on search behaviour of first- and third-year students. Journal of Information Literacy, 10(2), 64-77. http://dx.doi.org/10.11645/10.2.2135
How does this discussion work?
Anyone can join this discussion! Participants aim to read at least some of the article in advance, then come along at 8pm BST and join in the discussion by adding comments to the starter blog post, where Torunn Skofsrud Boger has provide an introduction, at http://infolitjournalclub.blogspot.co.uk/2017/03/an-assessment-of-library-instruction.html. You can see how this works by looking at previous discussions on the journal club blog
Photo by Sheila Webber: Birch leaves, Oslo, Norway, 2005

Online Roundtable Discussion: Outreach to International Students

The March 2017 Online Roundtable Discussions on Academic Outreach topics (organised by ULS Academic Outreach Committee) is on: Outreach to International Students and will take place on March 14, 15 and 16. "This month’s discussion will focus on how libraries approach outreach to international students. We will talk about reaching international students, customizing outreach based on the unique cultural and educational backgrounds of students, and how the library can help international students overcome challenges they face on campus. Come prepared to talk about what you’re doing, share ideas, successes, and lessons learned. Join us for a lively discussion and leave with great ideas to bring back to your library!"
Each discussion lasts 1 hour and be limited to 9 participants and 1 facilitator, hosted on Google Hangouts on Air/YouTube Live. The sessions will be recorded and posted to the ACRL ULS Academic Outreach Committee YouTube Channel.
You can sign up via ALA Connect http://connect.ala.org/node/264523
March 14 5pm UK time/ 10am US PST /12pm CST / 1pm EST
March 15 6pm/11am US PST /1pm CST / 2pm EST
March 16 7pm/ 12 noon US PST /2pm CST / 3pm EST
Note that the USA set clocks forward at the weekend, but many other countries did not, so the time difference is different from normal this week.
You need a gmail account to participate. Confirmation details and instructions for accessing the discussion will be sent to participants by email. Questions to ULS.AOC@gmail.com