Thursday, November 16, 2017

Presentations from #ECIL2017

Many presentations from European Conference on Information Literacy (ECIL) that took place on September 2017 are now on the website
Go to the Speakers and program tab, and if the presentation is there, it will be linked in its place in the programme. Lots of of aspects of information literacy are covered, and with presentations from many countries around the world.

Wednesday, November 15, 2017

Call for #LOEX2018 breakout sessions

You only have 2 more days (deadline 17 November) to propose sessions for LOEX 2018, theme New Frontiers: Exploring and Innovating in Uncharted Territory, which takes place May 3-5, 2018 in Houston, Texas, USA. Proposals should be for for 50-minute long presentations or interactive workshops. "This year’s LOEX tracks are:  
Pedagogy: Space Camp - Techniques for Preparing the Next Generation;
Learning & Assessment: Is There Life Out There? - Evidence of Learning Through Assessment;
Leadership: Ground Control to Major Tom - Directing the Mission;  
Technology and Innovation: Moonshot - Ambition through Technology & Innovation;
Collaboration: International Space Station - Working Together for the Greater Good;  
Failures and Problem Solving: Houston, We Have a Problem - Radical Solutions for When Things Go Wrong 
(I think I spot an underlying theme there!) More info at
Photo by Sheila Webber: Hydrangea, November 2017

Tuesday, November 14, 2017

Recent articles: Information behaviour of cult media fans; three teaching methods

Recent articles from the priced publication Journal of Information Science, Volume 43, Issue 5, 2017 include:
- Price, L. and Robinson, L. 'Being in a knowledge space’: Information behaviour of cult media fan communities, pp. 649–664
- Dolničar, D. et al. A comparative study of three teaching methods on student information literacy in stand-alone credit-bearing university courses, pp. 601–614
Contents page at
Photo by Sheila Webber: St James Church, November 2017

Monday, November 13, 2017

#milclicks live Facebook session 14 November

As part of the #MILCLICKS campaign (to encourage people to use their Media and Information Literacy before clicking and sharing!) there is a live webinar on the MILCLICKS Facebook page. There was already a session on 9 November (and you can see the comments from that on the Facebook page) and the one on the 14 November takes place at 11am Paris (France) time which is 10am UK time, and it will be led by Philippe Coen, President of Respect Zone (France). The topic is Privacy online: how important is it? Facebook page at and webpage at

Friday, November 10, 2017

Recent articles: public libraries and infolit; how well do librarians cite

Reference and User Services Quarterly is now open access, and volume 57 number 1, 2017 includes:
- For Your Enrichment: Developing a Reflective Practice Template for Citation Management Software Instruction - Steven D. Milewski, Jeanine M. Williamson
- Information Literacy and Instruction: For Your Information: Using Information Literacy in Public Libraries - Sonnet Ireland
- Giving Credit: How Well Do Librarians Cite and Quote Their Sources? - Peter Genzinger, Deborah Wills [the answer is - not perfectly well!]
Photo by Sheila Webber: autumn rose, November 2017

Scottish fact checking combating #fakenews

From a recent CILIP Scotland conference - an informative presentation, with examples, from Alastair Brian of Ferret Fact Service (which happens to not-coincidentally abbreviate to FFS) Combating ‘fake news’ – Separating fact from fiction in an ever-changing world . FFS is "Scotland’s first fact-checking service, set up after funding from Google, but editorially independent" and has been accepted into the international fact checking network:

Wednesday, November 08, 2017

#ECIL2018 call for papers - and 4000th blog post!

For my four thousandth post on this blog I announce the call for papers for the European Conference on Information Literacy. This is due to take place September 24-27, 2018, in Oulu, Finland. Information Literacy in Everyday Life is the main theme (e.g. IL in hobbies, arts, self-development, sports, physical exercise, cooking), but as usual there is a range of information literacy themes that you can choose to address e.g. Information literacy for different groups, in different cultures and countries, ethical/social issues, IL and the neoliberal agenda, IL and the digital empowerment, IL and trans/inter/multiculturalism. There are various options: full-papers, posters, PechaKucha, best practices, workshops, panels, special sessions, and doctoral forum. Abstract submission deadline is 15 February 2018. More information at
Photo by Sheila Webber: autumn leaves frame the sky, November 2017

Monday, November 06, 2017

Librarian engaging with first year undergraduates?

Lisa Hinchliffe is seeking participants for online (90 min) focus groups about student information literacy misconceptions. "The process of learning includes not only success in developing knowledge, skills, and abilities but also mistakes and errors that impede such success. In any domain of learning, instructors will have developed a sense of the typical errors learners make. Wiggins and McTigue, in Understanding by Design (2005), term these “predictable misunderstandings” and encourage consideration of them in the instructional design process in order to anticipate and overcome learner misconceptions. There has been limited systematic investigation and documentation of predictable misunderstandings in information literacy learning in higher education. This research project is intended to begin to fill that gap." If you engage with first years about information literacy you can sign up here and any question to Lisa Hinchliffe (
Photo by Sheila Webber: autumn branches, Sheffield, November 2017

#DigitalLiteracy Impact Study

The New Media Consortium (NMC) released Digital Literacy Impact Study An NMC Horizon Project Strategic Brief

This "uncovers the learner’s perspective of how digital literacy training influences work life after graduation. ... More than 700 recent graduates from 36 [North American] institutions responded to an NMC survey that addressed the experiences they gained at colleges and universities, and how their proficiencies or lack thereof have affected their careers." They ask about what respondents felt they learnt about in the undergraduate courses, and how valuable they find aspects of digital literacy in their workplace. Their framework overlaps with information literacy, but IL isn't mentioned (except for referring to the ACRL Standards for IL (not the current ACRL Framework) as useful further reading) which seems a missed opportunity. In fact, finding and evaluating information are aspects that emerge as better covered in undergraduate programmes. NMC also note that "Funding for this independent research endeavor and publication was provided by Adobe."
This links up to the NMC Digital Literacy Report released recently, which outlined aspects of digital literacy
Photo by Sheila Webber: Firth Court, Sheffield University, November 2017

Friday, November 03, 2017

The Game is On! #copyright

The Game is On! is "a series of short animated films that put copyright and creativity under the magnifying glass of Sherlock Holmes, providing a unique, research-led and open access resource for school-aged learners and other creative users of copyright. Drawing inspiration from well-known copyright and public domain work, as well as recent copyright litigation, these films provide a springboard for exploring key principles and ideas underpinning copyright law, creativity, and the limits of lawful appropriation and reuse." There is also related material that can be used by educators. The website is " an independent online resource aimed at making UK Copyright Law accessible to creators, media professionals, entrepreneurs, students, and members of the public. The goal is to provide answers to the most pressing concerns creators have about copyright, helping them understand their rights." The website is at

Thanks to Jane Secker and others who linked to useful resources in a recent Twitter discussion as part of

The Game is On! - The Adventure of the Girl with the Light Blue Hair from on Vimeo.

Thursday, November 02, 2017

MOOC from #futurelearn - Making Sense of Data in the Media

The Sheffield Methods Institute (based at my own University, the University of Sheffield, UK) is running once more a three week MOOC, starting on November 6 2017: Making Sense of Data in the Media. You can follow and participate in the MOOC for free, but if you want access to the material after the course is finished, or if you want a completion certificate, you have to pay a fee of £32. "The course is created by the Sheffield Method’s Institute, part of the Q-Step Programme which is dedicated to improving understanding of quantitative social science skills in the UK and abroad. To learn more about the course, watch the trailer and sign up for free please visit the course page here."
Topics are: Recognising the ‘size’ of numbers that are reported in the media; How change and risk are reported; How social statistics are created, paying particular attention to survey data; What we can learn from census categories; the different ways that surveys can be conducted and the impact that different formats can have on the results; How to draw a representative sample from a population.; Sources of measurement error in surveys; Measuring sensitive or difficult subjects; Checking whether data is trustworthy by reviewing the methodology; How to calculate the Margin of Sampling Error (MoSE); The difference between correlation and causation; Where to find existing sources of data; How to develop a quantitative research project.
Go to
Photo by Sheila webber: autumn, Sheffield, October 2017

Wednesday, November 01, 2017

Events: The Innovative Teacher; Introduction to Design Thinking; New Directions in Information Literacy

The CONUL Teaching & Learning Seminar The Innovative Teacher takes place on 16 November 2017 in Dublin, Ireland. Keynote speakers are Emma Coonan (talking on New tricks? Negotiating the librarian identity) and David Streatfield (talking on How can you tell if it is working? Evaluating the impact of educational innovations). Information at

Also Library Juice Academy online (asychronous) courses coming up in November include:
- Introduction to Design Thinking (Carli Spina) US $175
- Informal Learning in the Academic Library (Lauren Hays and Teresa Slobuski) US $175
- Online Instructional Design and Delivery (Mimi O'Malley) US $250
- New Directions in Information Literacy: Growing Our Teaching Practices (Andrea Baer) US $250
Details at
Photo by Sheila Webber: Michaelmas daisies, October 2017

Tuesday, October 31, 2017

Digital Savvy Citizens

There is a new publication from the Carnegie Trust
White, D. (2017). Digital Savvy Citizens. ISBN: 978-1-909447-75-2.
"How do we navigate information, privacy and security issues online? Digital Savvy Citizens presents new research data which looks at where we find information on breaking news stories and local services; how we use public wifi; and how we manage privacy and security settings on our phones. The data, compiled for the Trust by Ipsos MORI, highlights key differences in behaviour by age, gender and socio-economic group, as well as differences between England, Scotland, Wales, Northern Ireland and Ireland."
There were indeed interesting variations by age group, by socio-economic group, and by home nation.
Photo by Sheila Webber: hydrangea, October 2017

Monday, October 30, 2017

Playful learning in libraries #uklibchat

The next uklibchat is Playful learning in libraries. The chat takes place in Twitter using the #uklibchat hashtag, on 7 November 2017, between 18.30 and 20.30 UK time (which is e.g. 1.30pm to 3.30pm US Eastern time). "This chat will be focused on the possibilities of playful learning approaches and pedagogies for engaging clients, teaching information and digital literacies as well as developing and managing staff, inspired by the latest Playful Learning conference" There is an article introducing this chat topic at The chat agenda, that you can read and add to, is at

Friday, October 27, 2017

MIL CLICKS Twitter discussion #GlobalMILWeek

As one component of Global MIL Week 2017, the MIL CLICKS Twitter Webinar is being held tomorrow 28 October 2017 on the topic Privacy online: How important is it? in the form of Twitter Q&A sessions. The webinar will virtually gather a group of experts in the field of media and information literacy and privacy, as well as youth leaders, to discuss the topic through tweets and to answer questions from interested people around the world.
There are three time slots for different time zones. Each slot has a duration of 1 hour. Each presenter (intervening via Twitter) can choose one or several slots to participate. The detailed time slots are below:
- Asia-Pacific: 15:00 – 16:00 (Beijing and Singapore Time)
- Africa and Europe: 14:00 – 15:00 (Cape Town, Cairo, Belgrade and Paris Time)
- North America and South America: 11:00 – 12:00 (Washington and Kingston Time)
During the allotted time, the presenters along with the UNESCO @MILCLICKS Twitter page will tweet around the topic using the hashtag #GlobalMILWeek.
Presenters will tweet to discuss the topic and share relevant resources.Anyone holding a Twitter account can tweet to ask questions in connection with the topic to any of the presenters in using the @ function (a list of presenters' Twitter handles will be made available on social media and on the webpage of the MIL CLICKS webinar)
Tagged presenters who receive a pertinent question shall respond and give an answer, comment or opinion in one or several tweets with the hashtag #GlobalMILWeek.
Presenters will tweet on their own Twitter page. The @MILCLICKS Twitter account will also post relevant content. See more about MIL CLICKS at:

MIL in Latin America, CIS, China, Sweden #globalmilweek

The last plenary at the Global Media and Information Literacy Week conference is on Incorporating MIL in education policies and other social policies and programmes.
The session was moderated by Carolyn Wilson (Chair, GAPMIL International Steering Committee, Lecturer, Western University, Canada). The first speaker was Tomas Durán-Becerra (National Research Director, National Unified Corporation of National Education, Colombia) who talked about MIL in Latin America. He started by acknowledging the work of Jesus Lau. They had undertaken a content analysis of documents relating to policies, curricila etc. in 11 Latin American countries, as well as a literature review, and examination of relevant statistics. They identified whether there were relevant national agencies or campaigns. A questionnaire was produced: asking questions about MIL curriculum, policy, MIL industry and telecommunications industry, MIL and civil society, and other MIL activities. The speaker presented findings in terms of literacy rates, internet users etc.
In terms of some larger conclusions: on the good side, for example, there is a variety of OERs, all countries have departments for education and access to and policies on technology, but there were problems in a number of MIL-specific areas e.g. few countries had MIL agencies/departments, there were few MIL policies, there is a huge emphasis on digital skills, but little development of media competence. (There was lots of detail in this presentation, I couldn't capture a lot of it)
Out of all this they calculated the MIL-readiness, Costa Rica came out as the most MIL ready and Ecuador the least (using the UNESCO assessment framework). There were big differences in some specific categories, e.g. Civil Society.

Wang Tiande (Zhejiang University of Media and Communications, China) presented on the research status of China's media literacy education. He said that media literacy was effectively introduced into China in 1997 as a research topic. In 2003 the first international media literacy conference was hosted in China. Strands of ML research included: developing ML theory and focusing on ML practice (including looking at ML education in schools and teacher training). Distinctive specialisms, relating ML to other subjects, also have emerged.

Monika Johansson and Tobias Ruhtenberg (University of Borås, Sweden) talked about Media and Information Literacy in education. They described a course, of the same name, based on the UNESCO Media and Information Literacy framework. It is an online course, with the target learners being educators and librarians. Topics include the MIL concept, digital tools, professional development, collaboration between teachers and school librarians, social media and big data, source evaluation, the digital divide, action research, and sustainability of MIL development.
Collaborators are the Swedish Media Council, the Swedish Educational Broadcasting Company, Filmpedagogerna, and the Nordicom Clearinghouse at the University of Gothenburg. Additionally the two speakers come from different departments (librarianship and education). Course work consists of a report on a practical MIL project and a wiki-page demonstrating critical skills. Following on from this they are talking with Kenyan partners on extending the course and incorporating intercultural dialogue.

Tatiana Murovana (UNESCO Institute for Information Technologies in Education, Russia) was the next speaker. She identified that there had been an increase in activities and awareness of MIL in the Commonwealth of Independent States. For example, there are secondary school curricula incorporating MIL in Moldova and Armenia, Russia had a government programme on the information society (but the latter only focusing on media literacy, rather than MIL). There has been localisation and promotion of the UNESCO MIL curriculum for teachers in Russia.
Nevertheless , media education is a sensitive issue as regards values and social effects, which can hinder its acceptance and development. The speaker felt that there was a need to have a more unified MIL brand and definition,
Finally Leo Pekkala talked about Shifts in Media Literacy education paradigms. He contrasted school education in the 1950s with the current Finnish approach which supports learners constructing their own reality, and this includes developing multiliteracies. He said that there had been a Media Literacy Week for 6 years in Finland, and there is also a gaming week. As an example, one thing they developed to help develop media literacy in politics is On the other hand he warned against seeing ML as a solution for everything. Pekkala referred to the term “expansive learning”, which is required for being able to learn about/discover new ways of doing things in a changing world. Finally, Media Literacy was not needed for itself, but for what it can support or enable e.g. peace.
Photo by Sheila Webber

Thursday, October 26, 2017

MIL in the workplace #globalmilweek

I just gave my own talk at the Global Media and Information Literacy Week conference, and I'll do a blog post on that session later.
Following that, I attended a session on MIL in the workplace. The presentaters were all packing a lot of interesting material into a short time, so I hope this account is reasonably accurate. Yanqiu Zhang (Communication University of China) talked about a study of Chinese government officials' training in media literacy. The Government has encouraged public sector agencies to engage with social media to deliver better services etc. There were differences by region and by profession. Similarly there were variations on what was studied and the approach to teaching. Mostly the people who received training were spokespersons, with responsibility for communication. One of the conclusions was that there was an aspect specifically to do with using social media as an organisation rather than as an individual.

Julie Roberge (a poor photo of one of her slides of herself is shown) talked about MIL in the context of the Canadian Armed Forces (she had been Senior Public Affairs Officer), and specifically in serving in Afghanistan. She talked about the low literacy rate, and the lack of schooling, especially for girls. Only 14% of Afghani recruits were literate, so that had issues for training them (which is what they were doing). Roberge stressed how important cultural understanding was, particularly in this situation where they were there to train. It was difficult to know who to trust, and it was a challenge to convince the local population that you were there to help. There were seven local languages, and a translator was needed, especially as communication had to be verbal.
Thus she felt that the development of intercultural skills prior to a mission was vital, including for the mental health of soldiers on their return. Roberge felt that use of mobile phones did combine with MIL to give more hope, enabling Afghani citizens to connect internationally. There is also a serious game on cultural competency in Afghanistan which soldiers can take prior to deployment

Daniela Cornelia Stix (University of Applied Science and Art, Germany) talked on Perception and usage of online social network (OSN) sites in youth work and its influence on educational relationships. She saw OSN as "performatively constructed spaces". She used ethnographic methods including interviews and a grounded theory approach for analysis. I think there were about 20 interviews of youth workers. For the youth workers who were subjects of the study, there was more emphasis on informing and creating a profile, rather than social interaction. She looked at how the youthworkers were using social media in the context of engaging students educationally. For example, by being on Facebook the youth worker can create communication offers, and also individual barriers (e.g. expressed worries from a young person about clashing with some other people) can be overcome (e.g. saying what alternative spaces could be used). Thus OSN provide a direct channel, a personal one, and also one that can be maintained.

Better Internet experiences through MIL #globalmilweek

I'm attending the second day of the Global Media and Information Literacy Week conference in Jamaica, and the first plenary focused on Better Internet experiences through MIL (opportunities for learning, engagement, and advocacy; respect for privacy, cyber security and safety. It was chaired by Keith Campbell (CEO,Public Broadcasting Corporation of Jamaica)

Hopeton Dunn (Jamaica, Director, Caribbean School of Media and Communication) was the first speaker. He pointed out the widespread adoption of the internet globally. There were numerous positives and opportunities, and he noted that these (with other technological developments) have led to “the fourth industrial revolution”. However he noted that digital productivity and literacy are not necessarily outcomes of investment in high-end digital infrastructure; it does not necessarily address the digital divide (which replicates the economic divide). For example, Africa accounts for just 10% of internet users. It can be noted that, in particular, use of networks via mobile phone is growing in Africa, that still is likely to be the more affluent section of the population. As an example, in Nigeria, challenges include “rights of ways”, distance and equipment cost. In Africa, the Caribbean and elsewhere although people may have access, they may not have sufficient access to be able to use the internet effectively for education etc. High roaming charges were also a barrier.
Dunn proposed various policy and regulatory changes, and also measures such as including MIL in the curriculum, to counter these barriers. He presented a model of the 21st century media practitioner. He felt that MIL offered the best chance to enable people to navigate the challenges of the 21st Century successfully. It was important not to become the "tool of our tools" i.e. we should be focusing on what technology is good for, it should not be vealued for its own sake. Dunn also emphasised the importance of identifying indigenous solutions, not relying on solutions from putside ("uploading and not downloading")

Gabriella Thinsz (Executive Producer, UR, Swedish Educational Broadcasting Company), talked about a media education toolkit aimed at Tunisian young people. It is available in English, French and Arabic, as an app and a website, and has four themes. The website with more information is here They had involved young Tunisian people, educators and media professionals in creating the project. She gave an example of where a vlogger had cooperated in a humerous film that highlighted how vloggers may be biased in recommending items they've been paid to recoemmend. The speaker also noted that there had been a lot of media literacy education in schools, and the result was that young people seemed to be more aware of issues than adults.

Monowara Begum Moni (Vice president, German Journalist Union, and freelance journalist) talked about ICT and its effect on the young generation. She defined "communication" and identified how it can arise from words, singing, movement etc. and also that conflict tends to involve communication problems. To solve problems, there is a need to keep people engaged and communicating. Technology has had a significant impact on communication. The speaker felt that effective communication between young people and their parents was important, and have discussion around issues of identity and use of technology.

Aichurek Usupbaeva and Nazira Sheraly (Media Support Center Foundation, Kyrgyzstan) made the final contribution. They had undertaken research to find out how young people use the internet, the vast majority used social media on their mobile phones (spending 1-4 hours a day). Whatsapp and Instagram were the most popular social media. The majority did not have control from their parentsd over their use. Critical thinking seemed to be lacking. Following on from this the are developing a training programme, including a programme for teachers: this will be done through an online platform. It will have resources on media literacy: tutorials, videos etc.
Photo: reflection of me taking a photo here

Global MIL week conference awards #globalmilweek

Yesterday morning at the Global Media and Information Literacy Week conference the  GAPMIL (Global Alliance Partnerships for Media and Information Literacy) global media and information literacy awards were presented. The recipients were: Professor Jesus Lau (pictured here), to the Media Support Foundation in Kurdistan, to the Media Initiatives Center (Armenia) and to Rose-Marie Farinella a French teacher.
Before this, the speakers at the opening session had emphasised the vital importance of MIL in society today. We were all urged to develop MIL and to pressure our governments to support and develop it. The speakers emphasised that critical minds are necessary for peaceful and equal society, as well as access to information. The speakers (pictured) included Ruel Reid (Jamaica) Minister of Education, Olivia Grange (Jamaica), Minister of Culture, Gender, Entertainment and Sports, Glòria Pérez-Salmerón (Spain), President, International Federation of Library Associations and Institutions (IFLA), and Luz Longsworth (Jamaica) Pro-Vice-Chancellor, University of the West Indies.

Resetting MIL #globalmilweek

This is the second part of my report on the n Resetting MIL session at the Global Media and Information Literacy Week conference.
Meri Seistola (Metka Centre for Media Education, Finland) talked about Make Kids Win. She introduced the concept of phenomenal learning, for which MIL was important, and which could take place with or without technology. She mentioned aspects such as learning analytics, the increased use of educational technology including virtual reality, "the power of joyful learning and games" and also the concept of hacking the classroom. They have developed some learning modules using the CLANED app, including one addressing MIL. Also she mentioned the SEPPO platform for educational gaming.

Wesley Gibbings (Association of Caribbean Media Workers) put forward the value of journalists as heros, and valuable (in contrast to people who saidthat journalists were no longer needed). He felt that resetting MIL should “force us back to our societies” and cause us to reboot our societies: the viability of societies was stake. Gibbings felt that unless there were enlightened populations who wanted to move forward (and that entailed media and information literacy) then there were serious problems. People did not just need information, they needed understanding and ability to take action. He specifically talked about the recent natural disaster that had depopulated islands in the Caribbean region.
Fundamental questions like “What is MIL for”? needed to be asked: it was not enough to have a mechanical process, just to keep media going as before. Gibbings felt that the media industry, which had lost its monolopy, needed to take a hard look at itself, but this didn’t mean abdicating to “citizen journalism” (which he felt was a misnomer). Gibbing felt that media practitioners themselves needed to pay more attention to MIL (so it was about educating the MIL practitioners, not just educating other citizens).

The last speaker in this plenary session was Itay Weiss (Youth representative, Networks of Mediterranean Youth Israel). He talked about the dangers to democracy of social media, for example enclosing you in a filter bubble. So what can be done? Education, not just of young people, was the obvious response, using a variety of tools, and also face-to-face meetings of people from different paths of life.
Photo by Sheila Webber: lunctime at the conference, Kingston, October 2017

Resetting MIL; MIL in China #globalmilweek

The second plenary session at the Global Media and Information Literacy Week conference was on Resetting MIL in the present information and media landscape. I was liveblogging, but the wifi connection went down, so this posting has been delayed, sorry.
Zhang Kai (Media Education Research Center, Communication University of China) talked about Research on MIL in China. She mentioned that there is an increasing interest in MIL in China. They carried out field research and mapped the position against the UNESCO MIL Assessment framework,and then reflect on how it suited the Chinese cultural context. They carried out their research in various provinces, and focused of specific schools, at primary and middle school level, plus a normal college. There was a questionnaire for just over 2000 students and parents. There were questions about media usage showing e.g. the dominance of mobile phones (83% using it to access the internet), over 90% used the internet at home. There were questions to identify MIL capabilities, and the researchers found there were differences at school level (actual primary level came out best) and between areas of the country (parents' awareness of what children were doing on media also varied by region: those from the East were less aware). 5% of parents felt digital media is detrimental, 56% said "it depends". Teachers were also unsure about what they were going to do in teaching about digital media, and again there were regional differences in what was taught and how (and about half students found media literacy courses unappealing). MIL educational practice was identified as "lacking sustainability" (relying on the interest of those managing the school). MIL lacked support from government, but also from the grass roots level.
They had looked at Country's MIL readiness (relating this to the UNESCO indicators): access and use was very favourable, MIL policy favourable, but MIL education and MIL supply less favourable.

Renaud de la Brosse (Linnaeus University, Sweden) talked about the need to prevent hate content and propaganda in a terrorist context, specifically in Tunisia. There was the issue of how journalists could avoid the trap of having the narrative they present in the media exploited by terrorists or by political agenda of Governments. An example is how/whether statements by terrorists should be covered. This is a relationship which exists (although not sought by the media) and has to be addressed. Also, pressures to gain coverage and prominence can lead to make media coverage more sensational. The terrorists (and politicians) are also creating their own news media streams (through social networks etc.)
Brosse felt that media /journalists must act responsably and self-critically in presenting the story of terrorist acts. In the Tunisian revolution context, there were numerous prolems in how events and people were represented, breaches of confidentiality, hate messages etc. Brosse linked the way in which media represented the terrorist acts with success in the development of Tunisian democracy (i.e. poor unprofessional representation could harm the development). A bloggers movement was highlighted as a positive development, it focused on checking and countering false information.
Photo by Sheila Webber: Sign at Miami Airport, October 2017

Wednesday, October 25, 2017

MIL and gender equality #globalmilweek

Media and Information Literacy as a tool for gender equality and advocacy in information environments was the session I attended after lunch at the Global Media and Information Literacy Week in Jamaica, where I'm liveblogging.
Stephen Wyber (Manager, Policy and Advocacy, IFLA) started off by talking about Making the link between information and development: libraries, gender and media and information literacy. He asserted that information can be power, and obviously libraries have been contributing to this for a long time through access to information. However, access alone is not enough if people are unable to use the information etc. Lack of connectivity, lack of acces to technology and social and cultural norms can all be barriers to women having access to information. For example, women may stay in rural (low connectivity) areas while men go to the city, cultural norms may mean girls and women being prevented from their male relatives from using the internet. He cited the World Wide Web Foundation report which said that women are 1.6 more times more likely than men to report lack of skills as a barrier to using the internet. The gender digital divide is also growing, not getting better.
Wyber put forward libraries as being effective "one stop development shops", experienced as welcoming, safe places by women. There were reports from a number of countries that, whereas men tended to use places like internet cafes more, women used libraries more. This enables many of the UN Sustainable Development Goals (apart from the one specifically to do with gender equality, this helps with supporting health etc.)

Secondly, there was a presentation from Isabel Moya (Department of Hender and Communication, International Institute of Journalism, Cuba). She highlighted that photographs provide an essential record of collective and individual memory. From early days this was not just something for the rich. Today it might be that the use of photos has contributed to a narcissistic culture, but certainly it is a background to life now.
However, stereotypes of female images persist, including in selfies. The project Moya was talking about aimed to encourage Cuban teenagers to express themselves playfully in photos. The teenagers became sensitised to the issues, through the project, and also produced a large number of photos, which expressed individual views of themselves and of their community. I think she said that they had been exhibited.

Hilary Nicholson (World Association for Christian Communication, Jamaica) then talked on Gender focused media monitoring for building critical media and information literacy skills. She talked about the Global Media Monitoring Project, is a news monitoring project which is carried out every 5 years. It uses "a gender lens to monitor news worldwide". Various elements are analysed (see the slide at the top of this post). 22,136 stories were analyed from over 100 countries (with trained local team), in the 2015 survey. In traditional news 24% women were covered: the male domination was linked to the coverage of politicians, businessmen etc. Spokesmen and experts (e.g. quoted in news stories) in particular were predominantly male. These differences seem to persist across countries and over time (there was little change from the 1995 survey). The gender gap in those reporting news is closing, but still only 37% of news reporters are female. Women were more likely to appear in stories written by women (so perhaps if there were more female reporters, perhaps more women would be in news stories). Additionally, women are three more times more likely than men to be portrayed as victims, and their family status is more likely to be mentioned. The website is

Propaganda, campaigns, misinformation, MIL #globalweekweek

I'm continuing to liveblog the session on MIL as a defence against misinformation the Global Media and Information Literacy Week (this is a photo of break time).
Renee Hobbs (University of Rhode Island, USA) talked Finding truth in an age of digital propaganda, talking about the new media forms. She proposed relacing the term "fake news" with more precise terms like propaganda, satire, errors, hoax, disinformation etc. The motives and potential outcomes for these forms of "fake news" were different. Hobbs talked at more length about propaganda. She felt that "virality" (as a process of interpersonal influence) was something that should be taught at schools, encouraging citizens to think about who influences them and who they influence. She mentioned the tool Videoant and her own website
Tara Susman-Pena from IREX talked about their Learn to Discern campaign, which included training the trainers, a distance learning course and various other activities. This was a 9 month pilot project in Ukraine, and there was a lot of evaluation afterwards: people self reported increased discernment, and 90,000 people were reached indirectly. They also did some qualitative research into the project. The initiative seemed to work because it followed demand: of people's joy in teaching (a detailed curriculum was developed, but there was flexibility in how it was taught) and in learning (ownership of the project by teachers and learners was encouraged). Great care was taken in choosing examples to study, aiming to find relevant examples that was not going to ignite conflict. People were also encouraged to move from "shock" to action. Susman-Pena finished by flagging up future developments and also cautioning us not to encourage people to distrust everything.
The final speaker was Ana Kozlowska (a librarian at Dickinson College, USA) who talked about Is fake news the only problem? How information literacy helps first year students develop critical habits of mind while evaluating information found online. She talked about how they had created a programme on teaching undergraduates to detect bias, to understand the implications of their action on social media and also that information has value. The librarians selected four classes in which they would teach these elements. They had pre class activity (reading and 48 social media monitoring). Then they had discussion in classes focused around issues of polarisation, bias etc. This did have some limitations, such as self-censoring in reporting media use and also faculty's hesitation about the project. Then the students had to find two news articles covering the same issue from different angles and pose themselves critical questions about both articles. There was evidence that the students became more aware of differences in ways of presenting information.

MIL as a defence against misinformation and false news #globalmilweek

MIL as a defence against misinformation, false news, disaster risk reduction and management was the theme of the first plenary at the Global Media and Information Literacy Week in Kingston, Jamaica today, and this is a liveblog of it.
Alice Lee (Department of Journalism, Hong Kong Baptist Universy) chaired the session and spoke first. She proposed an integrated model of MIL consisting of critical thing, reflective things and positive thinking in combination. Lee characterised this as "mindful access" with reflexive and positive interpretation of what they discover (for example, considering of taking positive action in their own lives or affecting others). Reflective use and constructive creation followed on from this. This model could guide people at a personal level (leading engaged and meaningful lives) and at a societal level (taking positive action and fight against isinformation).
Rose-Marie Farinella (a public school teacher in France) spoke next. She described her initiative with her children on media lteracy - this included taking an oath on their computer mouse that they would use their computer responsibly. She said that one has to understand what "true" information is, before you can understand what false information is. She runs role playing games (e.g. of a car accident) which helps them understand the contradictory news that might be presented about the same event. Thus the pupil understands the different points of view of participants, and the cognitive bias.
Building on this, they investigate the truth and falsehood, and part of this involves learning how search engines work and asking key questions (what, where, who, why etc.) Pupils learn the importance of contextualising text and images, and ways of identifying fake images etc. She mentioned use, for example of Google images and maps to help authenticate. Farinella said how the students had created texts, drawings and videos during this project, expressing what they find (one of them is at the head of this blog entry)
Liar Liar pants on fire (re-loaded) was the next talk from someone at Deutsche Welle (apologies, I didn't catch his name and he wasn't on the programme - I'll add this when I discover it). He identified the huge number of people on social media, and also the false news created as click bait, and it also meant that any breaking news incident was immediately surrounded by a wealth of false news. This includes memes (e.g. people who are regularly accused of involvement), altered videos and old videos of similar incidents passed off as new new news. Sometimes this misinformation got trapped in the news ecosystem for some time.
Then there were people and organisations deliberately spreading misinformation because of their agenda (e.g. political). Finally, the pants on fire refers that "anything can happen on social media" even a nuclear threat. He saw the deliberate misinformation campaigns as "a pointed gun to journalsim itself", trying to erode trust in journalism and the free press. To combat this there was a need to train people, gear-up and finally co-operate. He mentioned relevant initiatives being mentioned on the DW blog
I'll continue in another post!

Tuesday, October 24, 2017

Global Media and Information Literacy week starts! #globalmilweek

This week is global Media and Information Literacy week, sponsored by UNESCO. There are a number of events, including a conference taking place in Kingston, Jamaica, which I am attending and should be blogging from. This video from the director general of UNESCO introduces the week. The website is at

Saturday, October 21, 2017

Themes and Trends in Library and Information Research

To be held on 8 November 2017 Themes and Trends in Library and Information Research is an event at Canterbury Christ Church University organised by CILIPinKent. Talks include The value of practitioner research, the impact of such research activity (on individual career paths as well as services provision) and current areas of research interest (Professor Hazel Hall), Reaching saturation point? Reframing information literacy research (Alison Hicks) and Examining the information needs and behaviors of first year Fine Art undergraduates at the University for the Creative Arts (Rebecca Daniels). Register by 31 October at
Photo by Sheila Webber: Iceland, 2003

Friday, October 20, 2017

23things for digital knowledge #23ThingsEdUni

The University of Edinburgh has just started a 23 things initiative (where you are introduced to a new "thing" and normally have to do an activity and blog about it). The digital knowledge "things" are: Thing 2: Blogging; Thing 3: Digital Footprint; Thing 4: Digital Security; Thing 5: Diversity; Thing 6: Accessibility; Thing 7: Twitter; Thing 8: Facebook; Thing 9: Google Hangouts/Collaborate Ultra; Thing 10: Wikimedia; Thing 11: Copyright; Thing 12: Open Educational Resources; Thing 13: Video (YouTube/Vimeo/MediaHopper); Thing 14: Audio (Podcasts/SoundCloud); Thing 15: Digital Curation; Thing 16: OneNote/ClassNotebook; Thing 17: Geolocation Tools; Thing 18: Augmented & Virtual Reality; Thing 19: Altmetrics; Thing 20: LinkedIn / / ResearchGate; Thing 21: Online Games & Learning Tools; Thing 22: Fun and Play; Thing 23: Reflection. (Thing 1 is "introduction: not sure that's a real thing!)
You can still get a lot out ofit if you are not at Edinburgh University (if you ARE then there is access to extra videos, and prizes).
Photo by Sheila Webber: taken in the Deathrow Designs shop in Second Life (TM Linden Lab)

Wednesday, October 18, 2017

International Fact checking Networking

The International Fact-Checking Network is "a forum for fact-checkers worldwide". It is hosted by North American Poynter Institute, which provides jouirnalism training and supports related initiatives. The home page is here
Ther are currently 36 member agencies from 26 countries in the Network (I did that count very quickly, I may be one out). They have to sign up to this Code of Principles. These are agencies that large organisations (like Google) and (in some countries) politicians may consult about concerns with fake news etc.
Photo by Sheila Webber: autumn trees, October 2017, Sheffield

Tuesday, October 17, 2017

Call for papers: Qualitative and Quantitative Methods in Libraries

There is a call for proposals for papers, workshops, posters etc. for the 10th Qualitative and Quantitative Methods in Libraries International Conference, which will be held in Chania, Crete, Greece on 22-25 May 2018. There are a wide range of themes (with an emphasis on the Future of Library and Information Science) including information literacy and information behaviour: see and The deadline for proposals is December 20, 2017. Papers are published at (which has past conference papers)
Photo by Sheila Webber: artwork, Sheffield University, October 2017

Monday, October 16, 2017

Theorising information literacy #ecil2017

These are the slides from the panel on information literacy and theory, that I chaired at the European Conference on Information Literacy in September. My co-panellists were Olivier Le Deuff and Bill Johnston. Apologies for not putting them up sooner!

Sunday, October 15, 2017

2 million page views for the Information Literacy Weblog

This is the first of two self-congratulatory posts ;-) This blog hit the two million page view mark last week. I hope this means that people still find the blog useful! I continue the blog (started in 2005) partly because I like blogging, and the blog is useful to me as a reference database about information literacy. However I certainly wouldn't continue without some evidence that other people find it useful too! So thanks to those who continue to view the blog and mention it to others! However, so this post isn't just about this blog, two international news items:

- Baines, S. (2017, October 14). Digital danger - Youth urged to be careful of social media footprints they create. [An article flagging up some of themes of the forthcoming Global Media and Information Literacy conference being held in Jamaica 25-26 October, which I will be attending]

- The Tribune. (2017, October 13). Media can play only complimentary role in achieving sustainable development: VC. [Highlights a message from a Media and information Literacy seminar taking place in India this week]

Wednesday, October 11, 2017

Webinar: Informed learning: a narration #USQSalon

Infolit guru Professor Christine Bruce is giving a "salon conversation" Informed learning: a narration on 26 October 2017 at 11am-12 noon local (Toowoomba, Australia) time (which I think is 2am-3am UK time). You can watch on livestream with an archived recording afterwards. "In this salon conversation, Christine Bruce, author of Informed Learning, will read the narratives underpinning the book's chapters. The intention is to reveal the narrative thread which reflects a journey of the scholarship of learning and teaching. In the course of that journey, two new academics engage in learning and teaching innovation, securing their own professional development, and creating unexpected opportunities for colleagues and the wider university in the process. Informed learning is a way of thinking about the educational process in terms of using information to learn. Information is often the hidden element in curriculum...present, critical, not always explicitly recognised. Thinking in terms of informed learning provides a language and an approach that highlights the role of information in the learning process, encouraging all members of the learning community to be aware of that role, and benefit from it. The narratives will serve as openers to discussion about the experience of learning and teaching with attention to information environments." More info at
Photo by Sheila Webber: Arbour, Brisbane, Australia, 2006.

Tuesday, October 10, 2017

Online course: Engaging with the #ACRLFramework

From 16 October 2017 to 17 November 2017 there is a new online course: Engaging with the ACRL Framework: A Catalyst for Exploring and Expanding Our Teaching Practices. The website says: "The ACRL Framework for Information Literacy for Higher Education - with its emphasis on self-reflective and lifelong learning and on conceptual understandings about information, research, and scholarship and encouraging - has prompted many librarians to consider their teaching practices from fresh angles, as they explore their evolving instructional roles within and beyond the library classroom. [... ] In this online course, participants will explore concepts and pedagogical approaches outlined in the Framework and their significance to their own instructional work. Participants will apply their learning and reflection to creating instruction plans for their local contexts and considering possibilities for growing teaching partnerships." Activities are mostly asynchronous. There is a certificate if you complete the course, including some specific activities. Fees are: ACRL member: US $135; ALA member: $175; Nonmember: $205; Student: $75. More information at
Photo by Sheila Webber: michaelmas daisies, October 2017

Call for proposals: emergent literacies in academic libraries

The (priced) journal Reference Services Review is seeking authors to write on the theme of emergent literacies in academic libraries. "Articles in this issue will explore emergent literacies, intersections of multiple literacies, and ideas around the language used to describe, implement, and assess these literacies. We are interested in innovative interpretations and intersectional research around ideas, theory, and practice." The deadline for abstracts proposing an article is October 15 2017. Send proposals/abstracts or inquiries to both: Tammy Ivins ( and Sylvia Tag ( There is more info in a pdf attached to the discussion post: (bizarrely, there doesn't seem to be a call for papers on the journal's website)
Photo by Sheila Webber: John's Van recognises the language literacy of a large segment of his clientele, Sheffield, October 2017

Monday, October 09, 2017

Libraries Week #librariesweek

It's National Libraries Week in the UK! Scroll down the home page and you'll see some of the inititaives -

Sunday, October 08, 2017

Call for Proposals: The Innovative Library Classroom #TILC2018

There is a call for posters, presentations or lightning talks for The Innovative Library Classroom (TILC) conference, which takes place May 8 (posters and social) and May 9 (conference) 2018 at Radford University, Radford, VA, USA. There will be a modest conference fee. Jennifer Ferretti (Digital Initiatives Librarian at Maryland Institute College of Art) is the keynote speaker. "She is the creator of the popular "Beyoncé’s Lemonade and Information Resources" LibGuide and in her keynote she will discuss how art is information. You can use this idea as a jumping off point for your proposal, or you can submit anything related to innovative teaching." Submission deadline is November 16, 2017. Full information at
Photo by Sheila Webber: herbs, October 2017

Friday, October 06, 2017

Why infolit is important for journalists

A blog post describing a librarian's response to a journalism academic who wanted journalism students to understand why "research" was important. Joyce Garczynski (Towson University’s Assistant University Librarian for Development & Communications) uses the ACRL Framework in the process of explaining this, and they did their own threshold concepts investigation to find the students' "stuck places"..
There is a recording of a panel session that includes Garczynski talking about this, I think (caveat, I haven't listened to the recording, but as it's on the ACRL site I'm sure their description isn't fake news...)
Photo by Sheila Webber: Weston Park, October 2017

Thursday, October 05, 2017

ACRL Instruction Section Innovation Award

The ACRL Instruction Section Awards committee seeks nominations for its Innovation Award. "Do you know of, or were you involved in, a project at an academic/research library that demonstrates creative, innovative, or unique approaches to information literacy instruction or programming? Now's your chance to boast about it to the world! Past awards have recognized well-known programs and initiatives such as the WASSAIL, the New Literacies Alliance project and Project CORA. The winner(s) of this award will receive a certificate and a US $3000 award, sponsored by EBSCO Information Services." More info at
Photo by Sheila Webber: autumn berries in the beech hedge, October 2017

Wednesday, October 04, 2017

Recent articles: peer evaluation of teaching; Educational story; Competency diagnosis; Scholarly communication

Items from the latest issue of Portal: libraries and the academy (Volume 17, Number 3) (priced publication):
- Peer Evaluation of Teaching in an Online Information Literacy Course by Susan A. Vega García, Kristine K. Stacy-Bates, Jeff Alger, Rano Marupova (pp. 471-483)
- Educational Story as a Tool for Addressing the Framework for Information Literacy for Higher Education by Joshua J. Vossler, John Watts (pp. 529-542)
- A Diagnosis of the Levels of Information Literacy Competency among Social Sciences Undergraduates by María Pinto, Rosaura Fernández-Pascual (pp. 569-593)

In an earlier issue this year (2017): Portal: libraries and the academy (Volume 17, Number 1)
- What Do Undergraduate Students Know about Scholarly Communication?: A Mixed Methods Study by Catherine Fraser Riehle, Merinda Kaye Hensley (pp. 145-178)
Photo by Sheila Webber: Michaelmas daisies, September 2017

Tuesday, October 03, 2017

Call for proposals #lilac18

It's the season for calls for proposals! Hot on the heels of the WILU call, is the call for proposals for the UK's main information literacy conference, LILAC. It will take place 4-6 April 2018 in Liverpool, England. Proposals on Information Literacy in all sectors and contexts are welcome. There are a variety of formats: Masterclass (workshop style, 30 or 60 minutes in length); Lagadothon (showcase of prototypes for new IL products/games/innovations); Workshops (60 minutes long);
Short papers; Long papers; Symposia; and Posters.
Submissions must be received by 15 November 2017 (by 5pm UK time, which is 12 noon US Eastern time). More details at

Monday, October 02, 2017

Call for proposals #wilu2018

There is a call for proposals for WILU 2018 (Canada's main information literacy conference), which will be held June 6-8, 2018, with the theme Information Into Action, at the University of Ottawa Library, Ottawa, Ontario, Canada. You can propose the following types of sessions: Presentation (45-minute session) Workshop (120-minute session) Panel discussion (45-minute session) Lightning talk (7-minute session) Techno expo kiosk (similar to a poster session, but with computers and large screens to showcase innovative applications of instructional technology)
The deadline to submit a proposal is November 13, 2017. More info at Conference website at
Photo by Sheila Webber: Saint Malo, France, someone wishing someone a happy birthday in grand style, September 2017

Friday, September 29, 2017

Oops - yesterday was #accesstoinfoday

Yesterday (28 September) was International Day for Universal Access to Information 2017 and I missed it! Sorry about that. This ties in with the UN Strategic Development Goals: Access to information is identified as part of one of the goals, and in particular IFLA (International Federation of Library Associations and Institutions) has been doing a lot to show how access to information (and libraries) are vital for some of the other goals. The Twitter stream for the Day is
IFLA hosts a site, in association with the University of Washington iSchool and with support from the Bill and Melinda Gates Foundation, on Development and Access to Information, which has a report identifying how information and libraries are important to the SDGs.
UNESCO's International Programme for the Development of Communication (IPDC) also hosted a day of talks (from "global public leaders, prominent journalists, young intellectuals and community leaders") focused on Powering Sustainable Development with Access to Information. Go to

Thursday, September 28, 2017

European Regional meeting of ASIS&T in berlin/online

The Association of Information Science and Technology European Chapter has organised a one day meeting on 4 October 2017 (10-16.00 German time) at Humboldt University in Berlin, Germany, which can also be attended online. It is free to students and ASIST members and costs US$25 to others.
The day includes a short session on Digital Literacy in the Era of Fake News: Key Roles for Information Professionals from Lynn Silipigni Connaway, President of ASIS&T and Senior Researcher & Director of User Research, OCLC and Michael Seadle, Professor and Director HEADT Centre, Humboldt- Universität zu Berlin & Executive Director, iSchools. There are also talks about LIS in Europe: The History of Library and Information Science in Europe and European Library & Information Science Map
Go to
Photo by Sheila Webber: found squash, Sheffield Botanic Gardens, August 2017

Wednesday, September 27, 2017

Food logging and information literacy @iSchoolPam - Sheila blogs from #ecil2017

I'm going to be doing some round-up and catch-up blog posts from the European Conference on Information Literacy. My colleague at the iSchool and fellow liveblogger, Pamela McKinney presented on Food Logging: a Practice-Based Exploration of an Information Literacy Landscape (coauthored with Andrew Cox and Paula Goodale) last week. The slides are embedded below.
She was reporting on a small scale research project. They recruited participants from the the University of Sheffield, with the study advertised to both students and staff. Participants were given the choice of being interviewed (5 participants) or attending a focus group (7 participants). Pam and her researcher colleagues found that there was a variety of practice in food logging: for example
There were different motivations: participants might be interested in their bodies, or were interested in gadgets. Some combined food logging and activity logging, but tracking food was often seen as a private matter that they might not want to share. The act of recording the information Was important, as a way of gaining control.
The data was analysed using Lloyd's three modalities of the information literacy landscape: epistemic, social and corporeal. In terms of these modalities: firstly, looking at the epistemically modality, the food logger is an active creator of information, and they have to interpret the information provided by apps. The information was mainly qualitative.
In terms of the corporeal modality, loggers distrusted visible representations e.g. their image in a mirror. Logging de-depleasured food, and was a way of controlling food and the body.
In terms of the social modality, there was a reluctance in this sample to share information. Participants were worried about being boring, they did not want to de-pleaasure food for others or encourage others into food disorders. In terms of infolit more generally, the choice of app was influenced by personal recommendations and specific features, but not that much research into apps was done. Data accuracy (the correct quantification of different types of food) was important. They are critical and aware around this issue and frustrated by things that prevented them judging accurately (e.g. Vague, unfamiliar or inaccurate measures). Participants learnt about the calorific count of food, and other information about how to manage their food intake.
Photo above by Sheila Webber: the "plateau de matelot" at a local brasserie (the starter!) not sure how much this lot would log in at, but it tasted good.

Tuesday, September 26, 2017

Call for proposals for the ACRL IS Current Issues Virtual Discussion Forum

There is a call for proposals for people to lead the ACRL IS (Instruction Section) Current Issues Virtual Discussion Forum at the time of the American Library Association "Midwinter" conference, on January 24 2018, at 2 PM US Eastern time, which is 7pm UK time. "The IS Current Issues Virtual Discussion Forum is an excellent opportunity for instruction librarians to explore and discuss current topics related to library instruction and information literacy. The steering committee welcomes proposals from individuals who are interested in convening this discussion online in advance of the 2018 ALA Midwinter Meeting. If you would like to share your knowledge, help your peers learn from one another, and spark a lively conversation, submit a proposal to lead the IS Current Issues Virtual Discussion Forum today." Deadline for proposals is 3 November 2017. The proposal form is at Examples of past discussions are at
Photo by Sheila Webber: on Saint Malo beach, September 2017

Monday, September 25, 2017

New articles: information experience of socioeconomically disadvantaged; avoiding information; information sharing; health information seeking

The latest issue of open access journal Information Research has been published (volume 22 no. 3, September, 2017). It includes:
- Kathleen Smeaton, Christine S. Bruce, Hilary Hughes and Kate Davis: The online life of individuals experiencing socioeconomic disadvantage: how do they experience information?
- Annemaree Lloyd, Ola Pilerot and Frances Hultgren: The remaking of fractured landscapes: supporting refugees in transition (SpiRiT)
- Chun Wei Choo: Seeking and avoiding information in a risky world
- Nora Odoi: The information behaviour of Ugandan banana farmers in the context of participatory development communication
- JungWon Yoon, Hong Huang and Soojung Kim: Trends in health information-seeking behaviour in the U.S. foreign-born population based on the Health Information National Trends Survey, 2005 - 2014
- Shengli Deng, Yanqing Lin, Yong Liu, Xiaoyu Chen and Hongxiu Li: How do personality traits shape information-sharing behaviour in social media? Exploring the mediating effect of generalised trust
- Sangwon Lee: Implications of counter-attitudinal information exposure in further information-seeking and attitude change
- Reijo Savolainen: Information sharing and knowledge sharing as communicative activities
Go to
Photo by Sheila Webber: Saint Malo, fort, September 2017

Sunday, September 24, 2017

Digital Literacy in the Workplace

The UKeiG has organised a one-day event in London, UK, on 15 November 2017: Digital Literacy in the Workplace. Cost (including lunch and refreshments) is UKeiG members £50 + VAT; others £75 + VAT. Speakers include:Lis Parcell, (Subject Specialist: Libraries and Digital Resources) from Jisc; Ian Hunter, (Research and Information Manager) from the law firm Shearman & Sterling LLP; Charles Inskip, programme director of the MA Library and Information Studies at UCL; Wendy Foster, (Business Librarian) from City Business Library in London. Topics of the day are: The role digital literacy has in the workplace; Digital literacy experiences - what we know and what we think we know; Cross-sectoral case studies; The impact of digital literacy on staff development; Building good practice and developing digital literacy strategies
Go to
Photo by Sheila Webber: beach, Saint-Malo, France