Tuesday, December 11, 2018

Information Problem Solving model

Frerejean, J., Velthorst, G., van Strien, J., Kirschner, P. & Brand-Gruwel, S. (2019). Embedded instruction to learn information problem solving: Effects of a whole task approach. Computers in Human Behavior, 90, 117-130. https://www.sciencedirect.com/science/article/pii/S0747563218304187
It is always interesting, irritating and concerning when one discovers yet another group of academics outside the library and information field who are reinventing the infolit and information seeking wheel. In this case education researchers have developed through a number of articles a skill based model for "information problem solving", without reference to the existing literature. Their model is: Define the problem, search information, select information, process information, present information. I am blogging since it is obviously relevant to information literacy, and also they give a detailed account of their methods in setting up their pre- and post-test experiment, including a careful discussion of their data analysis. Key findings were (having set up an experimental situation of students trained using their model of information problem solving and students untrained) "Trained students improved their approach to searching and selecting information" but "Improvements were no longer visible on a test five weeks after training stopped."
Photo by Sheila Webber: Sheffield University campus, November 2018

Monday, December 10, 2018

Human Rights Day #standup4humanrights #libraries4humanrights

Today is Human Rights Day, celebrating the 70th anniversary of the Universal Declaration of Human Rights. The official United Nations website is at http://www.un.org/en/events/humanrightsday/  You can send in videos of you reading out one of the articles in your own language, and they already have many examples on the website.

IFLA has a briefing about the day for librarians here https://www.ifla.org/publications/node/91729 and also has a poster Libraries for Human Rights which can be downloaded here https://www.ifla.org/publications/node/91729. There are blog posts at  https://blogs.ifla.org/lpa/ focusing on library policy and advocacy for human rights.


Friday, December 07, 2018

Inclusive pedagogy framework

Not new, but you may be interested in the Center for the Integration of Research, Teaching and Learning's (CIRTL) Inclusive pedagogy framework. CIRTL is focused on teaching science and technology subjects in higher education, but I think it is applicable in other disciplinary areas. Go to https://cirtlincludes.net/inclusive-pedagogy-framework/
They say that "The construction of the inclusive pedagogy framework began by amalgamating the findings from two resources: a) a peer-reviewed synthesis article on inclusive practices in higher education (Salazar et al., 2010) and b) a practical checklist from the Universal Design of Instruction (UID checklist) based on the work of Chickering and Gamson (Does Your Curriculum Provide an Inclusive Environment? Is it IUD Friendly). After reviewing many papers on inclusive pedagogy, we found the Salazar et al. (2010) article to be the most comprehensive account of existing literature on inclusive teaching in higher education to date. The Inclusive Pedagogy Framework includes several practices that promote inclusive teaching. This framework focuses on 3 main aspects of Inclusive Pedagogy: Inclusive Communication, Inclusive Instructional Practices, and Designing Inclusive Curriculum."
I found this via an online article
Keyek-Franssen, D. (2018, November 14). 5 Tips for Supporting Inclusive and Open Pedagogies. https://er.educause.edu/blogs/2018/11/5-tips-for-supporting-inclusive-and-open-pedagogies?
Photo by Sheila Webber: Pampas grass, December 2018

Thursday, December 06, 2018

Podcast of the launch of the LSE Fighting Misinformation report

I blogged about the report from the LSE, Fighting Misinformation, and there is a podcast of the launch event held on 20 November in London. It includes contributions from Polly Curtis, Professor Sonia Livingstone, Dr Damian Tambini. Go to http://www.lse.ac.uk/lse-player?id=4556

Also from an LSE research: a blog post from earlier this week
Polizzi, G. (2018, December 3). Misinformation and critical digital literacy: To trust or not to trust? http://blogs.lse.ac.uk/mediapolicyproject/2018/12/03/misinformation-and-critical-digital-literacy-to-trust-or-not-to-trust/
Photo by Sheila webber: shadows on campus, December 2018

Wednesday, December 05, 2018

New articles: Comics; Funds of knowledge; Conceptions of Information Literacy; Videos; Dietetics; Informed Learning @JInfoLit

The latest issue of the open access Journal of Information Literacy has been published (volume 12, issue 2, 2018). It includes:
Articles
- The seven voices of information literacy (IL) by Veronica Cunningham, Dorothy Williams, Professor (4-23)
- Source evaluation behaviours of first-year university students by Elise Silva, Jessica Green, Cole Walker 24-43
- Drawing on students’ funds of knowledge by Amanda L. Folk 44-59
- Comics, questions, action! by Stephanie Margolin, Mason Brown, Sarah Ward 60-75
- Information literacy as a measurable construct by Helena Hollis 76-88
Project reports
- Supporting open information literacy via hybridised design experiments by Kristen Radsliff Rebmann 89-97 ("a project that forms connections between design experiment and informed learning approaches to designing learning activities supportive of open information literacy and scholarly communication among library and information science graduate students. "
- Beyond databases: Information literacy instruction for undergraduate students of dietetics by Dana Ingalls 98-112
- Putting levity into literacy: Professionally produced library instruction videos by Bogdana A. Marchis 113-120
- When the library steps in: Introducing media and information literacy as a programme for library professionals by Joseph Marmol Yap, April Ramos Manabat 131-141
- Examining student perceptions of their knowledge, roles, and power in the information cycle by Lucinda Rush 121-130
There are also conference updates and book reviews. Go to https://ojs.lboro.ac.uk/JIL/issue/view/204
Photo by Sheila Webber: autumn leaves, November 2018

Tuesday, December 04, 2018

Health Literacy special issue

There is a special issue on Health Literacy in Context—Settings, Media, and Populations in the current volume of the International Journal of Environmental Research and Public Health (IJERPH) (volume 15 issue 12), with an eminent group of issue editors (including Don Nutbeam). There are 17 open-access articles including "Beyond Reading and Understanding: Health Literacy as the Capacity to Act"; "Progress in Implementing National Policies and Strategies for Health Literacy—What Have We Learned so Far?"; "Mental Health Literacy in Young Adults: Adaptation and Psychometric Properties of the Mental Health Literacy Questionnaire"; "Effective Partnership in Community-Based Health Promotion: Lessons from the Health Literacy Partnership." Go to https://www.mdpi.com/journal/ijerph/special_issues/health-literacy
Photo by Sheila Webber: Seven Dials, London, November 2018

#FakeNews, Real Concerns: Developing Information Literate Students Workshop (repeat webinar on 5 December)

On December 5, 2018, at 2.30pm US Eastern time (which is 7.30pm UK tim) there's a repeat of the 90 minute workshop held in April: Fake News, Real Concerns: Developing Information Literate Students Workshop, run by Donald Barclay. Costs are US $60.00, ALA Member $ 54.00. "Recently, the phenomenon of fake news has exploded, leaving librarians and educators asking themselves how they can increase information literacy in a world that has been labeled “post truth” and where the phrase “alternative facts” has become common currency. But is fake news new? In this workshop, information literacy expert Donald Barclay uses a historical context to argue that while some of what we are seeing is new and unique to the Digital Age, much of it has been around for centuries. This workshop focuses on the challenges of developing information-literate students in an era marked by massive amounts of information, fake news, propaganda, and mistrust of authority. The workshop explores the factors contributing to today’s seeming distrust of authority in general and science in particular as well as discusses the problems with scholarly communication that contribute to that distrust. Barclay provides you with practical tools and techniques that you can use in the classroom to foster learning and develop students who are proactive, vet information for accuracy, and use technology as a resource to increase their information literacy skills. You’ll walk away with strategies and tactics to reach students in spite of all the noise and uncertainty of the current information landscape."
https://www.alastore.ala.org/content/fake-news-real-concerns-developing-information-literate-students-workshop
Photo by Sheila webber: autumn beech, November 2018

Monday, December 03, 2018

Online courses: ACRL Framework: Backward Design

Both run by Andrea Baer
The ACRL Framework for Information Literacy: Reframing Teaching Practices. January 7 – February 17 2019. Price: US $250. "The ACRL Framework for Information Literacy for Higher Education (Association for College & Research Libraries) invites librarians to think in new and creative ways about how we support teaching and learning within and beyond the classroom. This interactive workshop is an opportunity to explore and to develop pedagogical approaches that draw from the Framework in order to help students develop critical, practical, and transferable information skills. Participants will also reflect on their roles as teaching partners and consider ways of approaching information literacy as a shared responsibility of all educators." https://inquiringteachers.com/courses/the-acrl-framework-for-information-literacy-reframing-teaching-practices/
Backward Design for Information Literacy Education. February 18 – March 31 2019. Price: US $250. "Backward instructional design is iterative process that begins with considering learning goals, then determining acceptable evidence of learning, and addressing those outcomes through sequenced activities. Learn about and apply four essential pieces of backward design to your teaching practice: “big ideas” (i.e., conceptual understandings), learning outcomes, assessment, and sequencing." https://inquiringteachers.com/courses/backward-design-for-information-literacy-education/
Photo by Sheila Webber: golden leaves, November 2018