Wednesday, September 18, 2019

Scaffolding Information Literacy

Scaffolding Information Literacy is an online course running from October 14-November 10 2019, taught by Andrea Baer and costing US $175. "In brief: Educators and instructional designers frequently emphasize the importance of scaffolding, through which learning supports are developed and later removed in order to help students build on prior learning, progressively strengthen their understandings and abilities, and ultimately to be more self-directed learners. Whether a teacher is designing a single class session, a series of class sessions, an assignment, an online learning object, or a credit course, scaffolding is a powerful technique that informs the entire instructional design process. Often, however, it does not receive the attention that it deserves. In this 4-week course participants will learn about various scaffolding techniques and will apply these to developing or revising an instruction plan of their choice."
More information at https://inquiringteachers.com/courses/scaffolding-information-literacy/
Later in the month, another course starts, Information Literacy in Politically Polarized Times, running October 28 - November 24. Go to https://inquiringteachers.com/courses/
Photo by Sheila Webber: hydrangea, Weston park, September 2019

Tuesday, September 17, 2019

Call for proposals: Exploring Literacies Through Digital Humanities

There is a Call for short papers for a special issue of dh+lib on Exploring Literacies Through Digital Humanities. Proposals (250 word abstract + brief biography of authors) should be sent to the editors at dhandlib.acrl@gmail.com using the subject line: 2019 Special Issue by October 30, 2019.
"The aim of this special issue is to provide readers from all areas of librarianship with greater insight into the intersection of DH and literacies, therefore, please keep the audience in mind and make choices such as defining DH-specific terms or linking out to resources that provide further explanation of DH methods and concepts. New voices and submissions from graduate students, junior scholars, instructional technologists, and others who work on the frontlines of DH and literacy work are encouraged. Perspectives from outside of the U.S. are particularly welcome. Submissions may take the form of short essays (between 750 and 1500 words long) or responses in other media that are of comparable length."
Possible topics include: How can digital humanities tools/methods inform teaching information literacy concepts? (Or vice versa?); How do aspects of the ACRL Framework for Information Literacy, such as the constructed and contextual nature of authority, fit in with digital humanities work? How do digital humanities methods and scholarship create challenges for the ACRL Framework?; How might our professional literacies inform our collection practices, especially around collections as data?; How might DH literacies inform other areas of professional practice?; Discuss criticisms of literacies as a concept or issues with applying a literacy framework to DH work.

More information at https://acrl.ala.org/dh/2019/09/04/cfp-exploring-literacies-through-digital-humanities/
Photo by Sheila Webber: Flowers outside Wahnfried, Bayreuth, August 2019

International Conference on Information Literacy (ICIL)

The International Conference on Information Literacy (ICIL) takes place next week 23-26 September 2019, in North-West University (NWU), South Africa. The programme is here: http://library.nwu.ac.za/icil-programme, with a lot of interesting presentations, so Ihope that some people will be tweeting and blogging the conference.

Monday, September 16, 2019

New articles: politics; attention and literacy; Virtual reality; ethics in journal article publication

Thornton, S. (2019). A longitudinal comparison of information literacy in students starting Politics degrees. Learning and Teaching, 12(2), 89-111. [priced] https://doi.org/10.3167/latiss.2019.120206 there is an open access record at http://orca.cf.ac.uk/119315/ but it is still embargoed.

Hautala, J. et al. (2019). What information should I look for again? Attentional difficulties distracts reading of task assignments. Learning and Individual Differences, 75 (101775).
https://doi.org/10.1016/j.lindif.2019.101775 [open access]. Results included "Students with attentional difficulties made less likely look-backs on the relevant task-objective sentence." and "Probability of look-back on relevant sentence was associated with better performance in the informational tasks" (this seemed interesting to me in linking reading ability, attention, and ability to locate information on a page/screen).

Smith, F.A. (2019). Virtual reality in libraries is common sense. Library Hi Tech News. [early access: priced.] https://www.emerald.com/insight/content/doi/10.1108/LHTN-06-2019-0040/full/html

Routledge and COPE have released a research report Exploring publication ethics issues in the arts, humanities, and social sciences which is free if you give them your contact information. It investigated what scholarly journal editors perceived as ethical problems (there are plenty of them!). https://editorresources.taylorandfrancis.com/publishing-ethics-for-editors/publication-ethics-challenges-cope-study/?
Photo by Sheila Webber: Wine in the Adelaide Hills, July 2019

Friday, September 13, 2019

New articles: teaching clinicians; gamification of searching

There is a new issue of the open access Journal of the European Association for Health Information and Libraries (JEAHIL), vol. 15 issue 3, 2019. It includes:
- How do we teach clinicians where the resources for best evidence are? by Sandra Kendall, Michelle Ryu, Chris Walsh
- Searchaton: a gamified, team-based on-site teaching format for literature searching for medical students by Michael Wilde, Monika Wechsler, Hannah Ewald
Go to http://ojs.eahil.eu/ojs/index.php/JEAHIL/issue/view/130
Photo by Sheila Webber: Gerhard Horak "Landschaftsstücke"; Juliusspital park, Germany, August 2019

Wednesday, September 11, 2019

Reading in a Digital Environment

The conference Reading in a Digital Environment: Media Use, Functional Literacies and Future Challenges for Universities, taking place at Universität Regensburg, Germany, November 8, 2019, has an interesting programme. They are also seeking poster proposals, deadline 11 October 2019. The conference is free to students, and 75 Euros to others. More info at https://www.uni-regensburg.de/bibliothek/veranstaltungskalender/reading2019/index.html
Photo by Sheila Webber: open bookshelf for children, Bayreuth, Germany, August 2019

Recent articles: STEM; history; bootcamps; teaching librarians

Recent articles from the open access journal College & Research Libraries News include: from Vol 80, No 8, 2019 includes
- Assessment and social change: Empowering underserved students to reimagine their future through STEM outreach by Thura Mack, Savanna Draper
Go to https://crln.acrl.org/index.php/crlnews/issue/view/1527/showToc

I haven't yet covered the previous issue, Vol 80, No 7, 2019, which included
- New models for instruction: Fusing the ACRL Framework and Roles and Strengths of Teaching Librarians to promote the lifelong learning of teaching librarians by Annie Armstrong
- A restructured freshman history course: The evolution of a librarian’s role by Laurie Scrivener
- Repackaging library workshops into disciplinary bootcamps: Creating graduate student success by Erin R. B. Eldermire, Erica M. Johns, Susette Newberry, Virginia A. Cole
Go to https://crln.acrl.org/index.php/crlnews/issue/view/1131/showToc
Photo by Sheila Webber: Juliusspital park, artwork, August 2019

Tuesday, September 10, 2019

Library Research Seminar #LRS7

The Library Research Seminar takes place in Columbia, SC, USA, at the University of South Carolina on October 16-18 2019. The conference theme is Research Matters: Strengthening Our Values, Defining Our Practice. It has an interesting programme, including a session focusing on information literacy research. More information at https://sites.google.com/ucmo.edu/lrs-vii/home
Photo by Sheila Webber: Glenelg, July 2019

Monday, September 09, 2019

Information Literacy in Public Libraries #PMLG

The PMLG (+ ILG) National Conference 2019: Information Literacy in Public Libraries takes place on 4 October 2019 at Canada Wharf Library Theatre, London, UK. The "conference explores: Health Information Literacy; eSafety for Public Library Users; Information Literacy Skills for Children and Young People; The Architecture of Information; Basic Digital Literacies for the Otherwise Disenfranchised; Drawing together the many strands of information literacy in public libraries. Often overlooked, information literacy stands at the core of a public library’s purpose. Whether it is teaching children how to answer their own questions or supporting retirees to get online, public libraries daily contribute to the development of information literacy skills within their communities."
Sessions will include a workshop on information literacy in everyday life from my colleague in the University of Sheffield iSchool, Dr Pamela McKinney.
More information and registration at https://www.cilip.org.uk/events/EventDetails.aspx?id=1268656
Photo by Sheila Webber: Blackfriars station, London, September 2019

Sunday, September 08, 2019

New articles: algorithms; advertising literacy; story sharing; assessment; #medialiteracy

Volume 11 issue 2 of the open access journal Journal of Media Literacy Education has been published. Articles include:
- Media Literacy Education for All Ages by Päivi Rasi, Hanna Vuojärvi, and Heli Ruokamo (introduction to the issue)
- Media Literacy Education in the Age of Machine Learning by Teemu Valtonen, Matti Tedre, Kati Mäkitalo, and Henriikka Vartiainen
- Assessing Online Viewing Practices Among College Students by Elizabeth J. Threadgill and Larry R. Price
- Story Sharing in a Digital Space to Counter Othering and Foster Belonging and Curiosity among College Students by Gina Baleria
- Adolescents' Digital Literacies in Flux: Intersections of Voice, Empowerment, and Practices by Sandra Schamroth Abrams, Mary Beth Schaefer, and Daniel Ness
- Measuring Media Literacy Inquiry in Higher Education: Innovation in Assessment by Evelien Schilder and Theresa Redmond
Go to https://digitalcommons.uri.edu/jmle/vol11/iss2/
Photo by Sheila Webber: hydrangea, August 2019

Friday, September 06, 2019

Call for proposals for #liw20 ends 23 September

The Call for Proposals for the Library Instruction West 2020 is open until 23 September 2019. The conference takes place at the University of Washington, Seattle, USA, on unceded Duwamish lands, July 22-24, 2020. The conference theme is Justice.
"The concept of justice raises more questions than answers: justice for whom, and when? What does justice look like when done well? Is justice something that can ever be achieved, or is it the goal toward which we continually work? The conference organizing committee seeks creative, dynamic session proposals that engage with the conference theme. How can instruction in libraries yield more just outcomes for our learners and library workers? How does “justice” differ from neutrality, fairness, or open-mindedness? How do libraries perpetuate injustice, and what steps can we take to address oppression and inequality in our workplaces?"
Session formats include: Hands-on workshops (up to 2 hours); Solo or panel presentations (approximately 1 hour); Lesson plan demonstrations (approximately 1 hour); Case studies (approximately 1 hour); Facilitated group discussions (approximately 1 hour); Short talks (approximately 30 minutes); Lightning talks (10 minutes or shorter).
Themes they are particularly interested in include: Information privilege; Power and hierarchies in information systems, including bias in algorithms/machine learning/artificial intelligence; Propaganda and misinformation; Teaching information literacy, including outreach, empowerment of learners and use of technologies; Models for information literacy instruction programs tailored to specific populations. This year they are using an open review process "where identifying information (including your name, institutional affiliation, and self-disclosed positionality) will be included with proposals when reviewed." More details are on the website at https://libraryinstructionwest.wordpress.com/
Photo by Sheila Webber: unripe apple on my tree, August 2019

Thursday, September 05, 2019

New articles: social justice; library anxiety; research clinics; misinformation; sociology; MIL laws; #critinfolit

The latest issue of open access journal Communications in Information Literacy (volume 13 issue 1) has been published. Articles are:
- Illuminating Social Justice in the Framework: Transformative Methodology, Concept Mapping and Learning Outcomes Development for Critical Information Literacy by Nicole A. Branch
- Investigating the Effectiveness of a Credit-Bearing Information Literacy Course in Reducing Library Anxiety for Adult Learners by Roslyn Grandy
- Through the Looking Glass: Viewing First-Year Composition Through the Lens of Information Literacy by Alexandria Chisholm and Brett Spencer
- The Context of Authority and Sociological Knowledge: An Experiential Learning Project by Julia F. Waity and Stephanie Crowe
- Research Clinics: An Alternative Model for Large-Scale Information Literacy Instruction by Glenn Koelling and Lori Townsend
- Libraries and Fake News: What’s the Problem? What’s the Plan? by Matthew C. Sullivan
- Analyzing the Laws of MIL: a Five-step Scientific Conversation on Critical Information Literacy by Andréa Doyle
Plus book reviews. Go to https://pdxscholar.library.pdx.edu/comminfolit/vol13/iss1/
Photo by Sheila webber: my hydrangea, August 2019

Wednesday, September 04, 2019

cfp Shaping the Futures of Learning in the Digital Age

There is a call for contributions of all sorts for a publication, Shaping the Futures of Learning in the Digital Age. It is part of the ShapingEdu initiative and they say it "is an open access, online publication that aims to capture perspectives on what it means to be creating the future of education -- how we do it well, what success looks like, how we overcome barriers, and all of the big questions and ideas that come with transforming an entire ecosystem." The submission deadline to November 1, 2019.
Possible contributions are: "Short 1-2 page papers (e.g., a trends paper focused on something that deserves our attention in this space); Poems; Video stories (include YouTube or Vimeo link in a word doc, with a brief text summary); Podcast episodes you produced (include the link in a word doc, with a brief text summary); Think-pieces or Feel-pieces (We’ll let you decide what that means.); Bold predictions about the future; A research proposal or research findings; Technology architecture blueprints; Write-ups of any projects you’re working on focused on any of the 10 Actions" They urge that the items should address one of the ShapingEdu 10 actions: https://shapingedu.asu.edu/10-actions These don't explicitly include information literacy, but I can see actions which are very relevant to information literacy and libraries. More information at https://shapingedu.asu.edu/open-access-journal
Photo by Sheila Webber: Juliusspital park, Wurzburg, August 2019

Tuesday, September 03, 2019

Online course: Primary Source Pedagogy

The online course Primary Source Pedagogy, taught by Robin Katz, runs from September 3-28 2019. It costs US $175. "This course will explore what "primary source" even means. It also assumes that they can be found everywhere — in museums, archives, or special collections; in circulating collections or subscription databases; on the open web, in private hands, or even in natural and built environments. A key text for this course will be the new Guidelines for Primary Source Literacy. ... Students who successfully complete this course will gain confidence in their teaching by: - recognizing what skills and expertise they bring to primary source pedagogy; - developing new conceptual frameworks for understanding primary sources; - discovering useful, trusted resources for teaching with primary sources; - mastering concepts of instructional design and active learning; - applying practical strategies for planning and facilitating learning experiences in a wide variety of library settings"
More information at http://libraryjuiceacademy.com/199-primary-source-pedagogy.php

Saturday, August 31, 2019

Disinformation and fake news: parliamentary sub-committee

Following on from the (UK Government's) Digital, Culture, Media and Sport Committee report on Disinformation and 'fake news' https://www.parliament.uk/business/committees/committees-a-z/commons-select/digital-culture-media-and-sport-committee/inquiries/parliament-2017/fake-news-17-19/ (published February 2019), and the UK Government's response to it (published May 2019) https://publications.parliament.uk/pa/cm201719/cmselect/cmcumeds/2184/2184.pdf, there is an ongoing Sub-Committee [i.e. a UK parliamentary sub-committee] on Disinformation https://www.parliament.uk/business/committees/committees-a-z/commons-select/digital-culture-media-and-sport-committee/sub-committee-on-disinformation/
Sadly, the Government response mentioned above mostly responded to the call for compulsory media and digital literacy education by saying that it was already happening or planned into other initiatives, but also said that " we are developing a counter disinformation communications campaign which will support the public by providing them with the skills they need in order to recognise and respond to disinformation; showing people how it can affect them and what they can do about it." (p20) though I haven't noticed this yet.
Photo by Sheila Webber: Würzburg, August 2019

Friday, August 30, 2019

Media Literacy Resources

Thanks to Esther Grassian for highlighting Media Literacy Resources: A collection of resources to support media literacy in the classroom which "was compiled in conjunction with the California School Library Association (CSLA) and KQED in fulfillment of the requirements set forth in Senate Bill 830: to ensure that young adults are prepared with media literacy skills necessary to safely, responsibly, and critically consume and use social media and other forms of media." It includes links to ready-made curricula, resources and lessons about media literacy.
https://www.cde.ca.gov/ci/cr/ml/
Photo by Sheila Webber: Sculpture, Juliusspital Würzburg, August 2019

Thursday, August 29, 2019

Information literacy papers from #WLIC2019

These are full-text papers related to information literacy which were presented at the IFLA World Library and Information Conference this week:
- REPANOVICI, Angela and LANDOY, Ane (2019) Methods to implement new information technologies for teaching Information Literacy. Paper presented at: IFLA WLIC 2019 - Athens, Greece - Libraries: dialogue for change in Session 234 - Education and Training. http://library.ifla.org/id/eprint/2529 "The authors ... will share their experience with the introduction of training masterclasses on the use of knowledge and interactive teaching technologies using Kahoot and Hypersay
- BRINDESI, Hara and PAPAZOGLOU, Alexandra (2019) Information literacy efforts addressed to schools in Greece. Paper presented at: IFLA WLIC 2019 - Athens, Greece - Libraries: dialogue for change in Session 207 - Information Literacy with Library Theory and Research. http://library.ifla.org/id/eprint/2579
- COSTA, Margarida (2019) The issue of media literacy in Portuguese school libraries: data inspire action. Paper presented at: IFLA WLIC 2019 - Athens, Greece - Libraries: dialogue for change in Session 190 - School Libraries. http://library.ifla.org/id/eprint/2546
"Launched in 1996, the School Libraries Network Program aims to install and develop libraries, making available to users the necessary resources for reading, accessing, using and producing information in print, electronic and digital media. ... systematic gathering of information led to the identification of a critical issue, because it corresponds to the persistence of a trend: there is an uneven distribution of activities by the three areas of literacy and media literacy is clearly the one that is less addressed. In order to solve the above-mentioned problem, the intervention strategies designed by the School Libraries Network have involved raising awareness of teacher librarians and training them for a more consistent and confident approach to media literacy."
- CHANG, Naicheng and HSU, Hsuanyu Sheila (2019) Integrating action learning into information literacy instruction in a cross-disciplinary blended learning environment. Paper presented at: IFLA WLIC 2019 - Athens, Greece - Libraries: dialogue for change in Session 207 - Information Literacy with Library Theory and Research. http://library.ifla.org/id/eprint/2507
- CONNAWAY, Lynn Silipigni et al. (2019) Authority, Context and Containers: Student Perceptions and Judgments When Using Google for School Work. Paper presented at: IFLA WLIC 2019 - Athens, Greece - Libraries: dialogue for change in Session 207 - Information Literacy with Library Theory and Research. http://library.ifla.org/id/eprint/2508

Wednesday, August 28, 2019

IFLA Guidelines on Public Internet Access in Libraries #wlic2019

Just published (under a Creative Commons License) at the IFLA World Library and Information Congress are:
Cooke, L. (ed.) (2019). IFLA Guidelines on Public Internet Access in Libraries. IFLA. https://www.ifla.org/files/assets/faife/statements/guidelines-on-public-internet-access.pdf
They cover issues such as filtering, transparency, staff training, use by minors and those with disabilities etc.

Tuesday, August 27, 2019

IFLA World Library and Information Congress #wlic2019

The IFLA World Library and Information Congress 2019 is still taking place this week in Athens, Greece https://2019.ifla.org/. You can follow the twitterfeed at https://twitter.com/hashtag/wlic2019?src=hashtag_click and some events are livestreamed and then stored as recordings: see https://www.youtube.com/playlist?list=PLV81siTMahbsLVgPxETmNlhaOpEoIZPZ6

Presenters in many sessions submit full papers, which go into IFLA's online library. I will highlight some of those later this week.

IFLA announced its new strategy (2019-2014) during the conference - more information at https://www.ifla.org/strategy IFLA's Vision is "A strong and united library field powering literate, informed and participative societies" Its mission "To inspire, engage, enable and connect the global library field" and IFLA's values are "The endorsement of the principles of freedom of access to information. ideas and works of imagination and freedom of expression embodied in Article 19 of the Universal Declaration of Human Rights; The belief that people, communities and organisations need universal and equitable access to information, ideas and works of imagination for their social, educational, cultural, democratic and economic well-being; The conviction that delivery of high-quality library and information services helps guarantee that access; The commitment to enable all Members of the Federation to engage in, and benefit from, its activities without regard to citizenship, disability, ethnic origin, gender, geographical location, language, political philosophy, race or religion"

IFLA is already a truly international organisation, but its key event (WLIC) is (for those with lower incomes) expensive, and although there are always a few bursaries, richer countries are better represented than less rich ones. A satellite meeting organised by Division V of IFLA Leadership roles in international librarianship: how can information professionals from Africa, Asia and Oceania, and Latin America and the Caribbean be part of it? was held in Alexandria, Egypt 20-21 August, with the participation of 63 participants from 23 countries (covering Latin America, the Caribbean, Africa, Asia, Oceania, Europe and North America). Outputs of this included a declaration on issues of representation and cost.

Monday, August 26, 2019

cfp Qualitative and Quantitative Methods in Libraries International Conference

There is a call for proposals for the 12th Qualitative and Quantitative Methods in Libraries International Conference to be held in Barcelona, Spain on 26-30 May, 2020. The possible topics are wide ranging (including research into information literacy) but there is a special focus this year on Impact evaluation in Cultural Heritage Organizations. You can propose workshops, papers and posters. The deadline for submission of proposals is December 20, 2019. More information at http://qqml.org/call-of-proposals/ and http://qqml.org

Additionally, they have moved their journal, Qualitative and Quantitative Methods in Libraries, to http://www.qqml-journal.net. The latest issue (vol 8., no. 1) includes: Landøy, A. and Færevaag, T. Students’ preferences for print vs electronic study literature – next step after the survey in Norway "Five Universities and Colleges in the Western part of Norway participated in the international survey of students’ preferences for print vs electronic study literature (Mizrachu et al, 2016). The national results were disseminated (Gastinger, Landøy, Repanovici 2015). In this paper, we describe the follow-up process after the initial survey results: Staff from the participating academic libraries were invited to a “training the trainers”-session in how to develop educational resources on electronic study literature for students. A number of academic librarians participated. We ask what the results in their own institutions have been so far, and how the teaching librarians have coped. The results of the follow-up survey will form the basis for further research and development."
Photo by Sheila Webber: my hydrangea, August 2019

Friday, August 23, 2019

Open bibliography of relevant, evidence-based research on problems of misinformation

This Open bibliography of relevant, evidence-based research on problems of misinformation doesn't seem to have been updated much since early 2018, but it could be a useful source, from someone working in the field - https://twitter.com/rasmus_kleis The bibliography includes articles, books and a few other types of material - it is at https://docs.google.com/document/d/1HdOvjfNJAFQQqKNKUwoltA3B-gZcXdmTm6amaZFYqjY/edit#heading=h.n85bkc8no39m
Photo by Sheila Webber: Residenz gardens, Wurzburg, August 2019

Thursday, August 22, 2019

Rauru Whakarare evaluation framework

The Rauru Whakarare Evaluation Framework "provides a kaupapa Māori-informed approach to evaluation that enables us to critique and engage deeply with the information that surrounds us. It is available for teachers, students and librarians in all educational contexts to start a conversation about information quality and its contribution to our learning." This New Zealand framework for schools or university use is available through a creative commons licence. It "embodies the connectedness of Whakapapa (background), Orokohanga (origins), Mana (authority), Māramatanga (content) and Aronga (lens) of information we are using. The Rauru Whakarare pattern was chosen as it represents interconnectedness. We see this pattern as a visual depiction of how information evaluation is not a linear process; to establish which information can be trusted, multiple strategies must be woven together." I think the Māramatanga (which also denotes enlightenment) brings a particularly interesting anlge. The page is https://informationliteracyspaces.wordpress.com/rauru-whakarere-evaluation-framework/ and the reference for the pdf -
Feekery, A., Jeffrey, C., McKeagg, S. & Kara, H. (2018). Rauru Whakarare evaluation framework. https://informationliteracyspaces.files.wordpress.com/2019/07/rauru-whakarare-framework-and-descriptors-2.pdf
This is part of the Information Literacy Spaces website.
Photo by Sheila Webber: Glenelg, Australia, July 2019

Wednesday, August 21, 2019

Reuters Digital news report 2019

In June the Reuters Institute for the Study of Journalism published the 2019 Reuters Digital news report. The report is mainly based on responses to an online questionnaire, with research carried out by YouGov in January/February 2019, aiming for quota sampling, and the methodology is explained here. Additionally, they incorporate some results from a qualitative investigation of younger people in the USA and UK "The methodology included tracking actual online behaviour of 20 participants for several weeks, depth interviews, and small group discussions with their friends" (the full report on this is due next month). Key findings include
- "we find only a small increase in the numbers paying for any online news";
- "people are spending less time with Facebook and more time with WhatsApp and Instagram than this time last year... [however] [Facebook] remains by far the most important social network for news.";
- "WhatsApp has become a primary network for discussing and sharing news in non-Western countries" [including with people you don't know];
- "Concern about misinformation and disinformation remains high despite efforts by platforms and publishers to build public confidence" [but varies by country];
- "Across countries over a quarter (26%) say they have started relying on more ‘reputable’ sources of news2;
- There is more news avoidance (especially in the UK "Avoidance is up 3 percentage points overall and 11 points in the UK, driven by boredom, anger, or sadness over Brexit");
- smartphones are growing in importance "with two-thirds (66%) now using the device to access news weekly (+4pp)" and podcasts are an increasing news source, especially with younger people;
- there is an increase in using voice-activated devices for news, but it is still not used that much compared with e.g. smartphones.
http://www.digitalnewsreport.org/

Tuesday, August 20, 2019

Learning Why, Not How: Citing your sources

Another interesting discussion piece from Barbara Fister. I agree about needing to explain why citing things with enough detail and clarity is important - also a recent discussion on the ili-l list highlighted how helping learners to distinguish what kind of thing is in front of them on the screen is important too (notably, recognising when something is a journal article):
Fister, B. (2019, August 8). Learning Why, Not How: Citing your sources matters, but teaching citation just muddies the waters for first-year students [blog post]. https://www.insidehighered.com/blogs/library-babel-fish/learning-why-not-how
Photo by Sheila Webber: good meal, Fish Butchery, Sydney, July 2019

Monday, August 19, 2019

Experts, knowledge and criticality in the age of ‘alternative facts’

A special issue of the priced journal Teaching in Higher Education (volume 24 issue 3, 2019) focuses on Experts, knowledge and criticality in the age of ‘alternative facts’: re-examining the contribution of higher education. Articles include:
- Just Google it! Digital literacy and the epistemology of ignorance by Ibrar Bhatt & Alison MacKenzie
- Rethinking the role of the academy: cognitive authority in the age of post-truth by Robert Farrow & Rolin Moe
- Towards a deconstructed curriculum: Rethinking higher education in the Global North by Rafe McGregor & Miriam Sang-Ah Park
Calling out ‘alternative facts’: curriculum to develop students’ capacity to engage critically with contradictory sources by Trudi Cooper
- The truth, but not yet: avoiding naïve skepticism via explicit communication of metadisciplinary aims by Jake Wright
- Understanding the world today: the roles of knowledge and knowing in higher education by Elizabeth Hauke
- Developing student research capability for a ‘post-truth’ world: three challenges for integrating research across taught programmes by Gwyneth Hughes
- The analytical lens: developing undergraduate students’ critical dispositions in undergraduate EAP writing courses by Mark Brooke, Laetitia Monbec & Namala Tilakaratna
https://www.tandfonline.com/toc/cthe20/24/3
Photo by Sheila Webber: Cat, Glenelg, July 2019

Friday, August 16, 2019

Teenage vocabulary and information literacy

A guest post of the CILIP Information Literacy Group's blog, by Sarah Pavey, published in late June: Does the level of teenage vocabulary impact upon their acquisition of information literacy concepts?
https://infolit.org.uk/guest-post-does-the-level-of-teenage-vocabulary-impact-upon-their-acquisition-of-information-literacy-concepts/
Photo by Sheila Webber: Sunset in Glenelg, July 2019

Thursday, August 15, 2019

Ignorance management

Two recently released videos from Australia: I must confess that I haven't watched these all the way through, but the bits I sampled looked interesting. "We talk about Knowledge Management but less so about Ignorance Management - and yet there is likely more ignorance in the world. And if knowledge is poorly understood then ignorance is even murkier. For this session, we will cover: The range of ignorances that we all find in organizational life and their impact on us; The benefits as well as the downsides of ignorance; The patterns of human behaviour that lead to ignorance; How we can harness as well as counter ignorance to lead to better outcomes."
Jason Collins: https://youtu.be/Dc_vN0r3rBc
Matt Moore: https://www.youtube.com/watch?v=oCw47L4tWok
Photo by Sheila Webber: Flat white, Paddington, Sydney, July 2019

Wednesday, August 14, 2019

New article: Information Literacy in Food and Activity Tracking

A New article by Pam McKinney and other colleagues here at the Information School:
McKinney, P., Cox, A.M., and Sbaffi, L. (2019). Information Literacy in Food and Activity Tracking Among Parkrunners, People With Type 2 Diabetes, and People With Irritable Bowel Syndrome: Exploratory Study. Journal of Medical Internet Research, 21(8):e13652. https://doi.org/10.2196/13652 (open access)
"The aim of this study was to analyze food and activity tracking from an information literacy perspective. An online survey was distributed to three communities via parkrun, diabetes.co.uk and the Irritable Bowel Syndrome Network. The data showed that there were clear differences in the logging practices of the members of the three different communities, as well as differences in motivations for tracking and the extent of sharing of said tracked data. Respondents showed a good understanding of the importance of information accuracy and were confident in their ability to understand tracked data, however, there were differences in the extent to which food and activity data were shared and also a lack of understanding of the potential reuse and sharing of data by third parties. .. Information literacy in this context involves developing awareness of the issues of accurate information recording, and how tracked information can be applied to support specific health goals. Developing awareness of how and when to share data, as well as of data ownership and privacy, are also important aspects of information literacy."
Photo by Sheila Webber: People jogging and walking in the Botanic Gardens, Sydney, July 2019

Tuesday, August 13, 2019

Reflection toolkit

A really useful resource from the University of Edinburgh: a Reflection toolkit with material both for those doing the reflection and for those facilitating or assessing reflection. Additionally there is a literature review on reflection, and a substantial bibliography. The material was mostly published December 2018/ January 2019
https://www.ed.ac.uk/reflection/
Photo by Sheila Webber: Sculpture (Lisa Slade: the life of stars), Adelaide, July 2019

Saturday, August 10, 2019

Recent articles: infolit and information behaviour of nurses; adolescents; students in Malaysia and South Africa

- Mohammed, A., & Haliru, Z. A. (2019). Exploring the postgraduate students’ perceptions, usefulness and effectiveness of information literacy skills at University of Malaya library. International Journal of Library and Information Science, 11(4), 23-34. https://doi.org/10.5897/IJLIS2016.0735 (open access)
- Kwafoa, P. N. Y., Anhwere, B. K., & Manu, A. E. (2019). Use of electronic resources by postgraduate students in University of Cape Coast. International Journal of Library and Information Science, 11(2), 7-13. https://doi.org/10.5897/IJLIS2018.0829 (open access)
- Lee, A., Alving, B. E., Horup, M. B., & Thrysoee, L. (2019). Information retrieval as a part of evidence-based practice: Retrieval skills, behavior and needs among nurses at a large university hospital. Nordic Journal of Nursing Research.(early publication) https://doi.org/10.1177/2057158519866612 (I think this is priced) - results of a survey of nurses in Denmark "The most used electronic resources for retrieval of healthcare information were the local intra-net and Google, while bibliographic databases were used to a lesser extent.... Significant differences in competences and use of bibliographic databases were found between nurses who had graduated before and after an educational reform in 2011."
- Park, E., Kwon, M., Gaughn, M., Livingston, J. and Chang, Y-P. (2019). Listening to adolescents: Their perceptions and information sources about e-cigarettes. Journal of Pediatric Nursing, 48, 82-91. https://doi.org/10.1016/j.pedn.2019.07.010 "adolescents receive information about e-cigarettes from advertisements, family members, their peers, social media, and internet." (priced)
Photo by Sheila Webber: Darling Harbour, Sydney, July 2019

Friday, August 09, 2019

Global Media and Information Literacy week conference

Registration is open for the feature conference of Global Media and Information Literacy week (in fact it takes place a few weeks before MIL week itself). The conference is in Gothenburg, Sweden, 24-25 September plus on 26 September the Youth conference. It is free of charge and the theme is Media and Information Literate Citizens: Informed, Engaged, Empowered. Registration closes on 31 August: I think what happens then is that if too many people have registered they will ask people to confirm, and the first people to confirm get the places. The programme is not released yet. I will be presenting at the conference (with Bill Johnston) on: Transformational Media and Information Literacy learning for adult citizens: “this street is full of heroes”. https://en.unesco.org/news/registration-open-global-media-and-information-literacy-week-2019-feature-conference-and-youth

Wednesday, August 07, 2019

Presentations (in German or English): infolit of engineers, business etc.

- From the IATUL seminar in Munich, December 2018 (presentations and recordings: some in English, some in German). Includes presentations on information needs of small business and of manufacturing companies, and of the hospitality industry; information skills for apprentices; Information literacy in the healthcare sector and in engineering. Go to https://www.iatul.org/munich2018/programme
There are also proceedings of the information literacy strand of the IATUL conference (in English) at https://docs.lib.purdue.edu/iatul/2018/infolit/, for example Engineering graduates at work: Reality check for information literacy by Caroline Leiss and Pia Ludwig

- From the Bibliothekartag 2019 (all in German) numerous presentations (includes presentations on: a "didactics wheel" checklist for teaching; digital literacy; the information literacy of new engineers; developing an academic writing workshop; education for digital humanities) https://opus4.kobv.de/opus4-bib-info/solrsearch/index/search/searchtype/collection/id/16984 and (winning infolit posters) https://www.bibliotheksverband.de/fachgruppen/kommissionen/informationskompetenz/best-practice-wettbewerb/2019.html
Photo by Sheila webber: approaching Sydney, July 2019

Tuesday, August 06, 2019

7 Things You Should Know About Digital Badges

The latest in EDUCAUSE's 7 Things series is 7 Things You Should Know About Digital Badges. Like all these documents, it is a 2-pager with links. https://library.educause.edu/resources/2019/7/7-things-you-should-know-about-digital-badges

Monday, August 05, 2019

Online trust, fact-checking, disinformation

A report, a research project and a conference, around the theme of the credibility of online information:
(1) Full Fact. (2019). Report on the Facebook Third Party Fact Checking programme Jan-June 2019. Full Fact (the independent fact checking organisation) have been employed by Facebook to check up on the validity of items flagged as questionable on Facebook. They have also been developing a set of categories to tag those items once examined. The report explains what they have been doing, and reports on what they found. "We joined the programme in January in a bid to help tackle misinformation online. When we signed up to the project we committed to regular reporting to ensure our transparency, openness and impartiality was protected. This report is the first in a series of reports that will provide insight into the nature of misinformation on social media and to assess how effectively the project is tackling it." Go to https://fullfact.org/blog/2019/jul/full-fact-publishes-first-report-facebooks-third-party-fact-checking-programme/ (description) and https://fullfact.org/media/uploads/tpfc-q1q2-2019.pdf (report)


(2) The Conference on Truth and Trust Online (TTO) takes place October 4-5 2019 in London, UK. The aim is "to bring together all parties working on automated approaches to augment manual efforts on improving the truthfulness and trustworthiness of online communications. Truth and Trust Online is organised as a unique collaboration between practitioners, technologists, academics and platforms." https://truthandtrustonline.com/


(3) Social Media, Online Disinformation, and Elections: A Quantitative, “Big Data” Perspective is a research project where they "use large-scale text analysis with the GATE open-source platform (aka AI or more specifically, natural language processing) to gain valuable quantitative insights from large volumes of social media content, and thus, help answer important open questions". This is based at my own university, the University of Sheffield, UK, but in a different department. More info at https://gate-socmedia.group.shef.ac.uk/
Photo by Sheila Webber: e-scooter, Adelaide, July 2019

Friday, August 02, 2019

Open access: International Handbook of Health Literacy

Recently published on open access:
Okan , O., Bauer , U., Levin-Zamir, D., Pinheiro , P. & Sørensen, K. (eds). (2019) International Handbook of Health Literacy : Research, practice and policy across the lifespan. Bristol: Policy Press. http://www.oapen.org/search?identifier=1005225
This is a substantial and rich publication of 45 chapters, addressing issues of definition, policy, equity and much more.
Photo by Sheila Webber: sunset, Glenelg, Australia, July 2019

Thursday, August 01, 2019

An interview with Lewis Li, Information Instruction Librarian

Just published, a longish interview with a Hong Kong librarian who has information literacy as a key part of his job; in the relaunched open access magazine of CILIP's International Library and Information Group:
Evolution of One-on-one Research: Consultations in the Age of the Internet: An interview with Lewis Li, Information Instruction Librarian, Hong Kong University of Science and Technology. Focus on International Library and Information Work, 50(1), 17-26. https://cdn.ymaws.com/www.cilip.org.uk/resource/collection/0DA88322-0241-45BF-9800-092F114F8A94/Focus50_1_.pdf (this link was also given)
Photo by Sheila Webber: Manly, July 2019

Wednesday, July 31, 2019

Recent articles: cultural capital; assessment and professional legitimacy; financial literacy

The latest issue of open access publication College and Research Libraries (volume 80, No 5, 2019) includes the following:
- Reframing Information Literacy as Academic Cultural Capital: A Critical and Equity-Based Foundation for Practice, Assessment, and Scholarship by Amanda L. Folk. "Within the past decade, academic librarianship has increased its focus on critical librarianship and assessing student success, as well as undergoing a complete reconceptualization of information literacy. However, our assessment and scholarship related to information literacy and student success largely neglects the persistent racial and social-class achievement gaps in American higher education. This article draws upon a critical social theory commonly used in higher education research—cultural capital—to consider the ways in which information literacy as threshold concepts may enable or constrain success for students whose identities higher education has traditionally marginalized. Finally, Estela Mara Bensimon’s equity cognitive frame is introduced to consider the ways in which we can ground our practice, assessment, and scholarship in our professional values of equity and inclusion."

- A Seat at the Table: Information Literacy Assessment and Professional Legitimacy by Robert Detmering, Samantha McClellan, Amber Willenborg. "This qualitative study explores academic librarians’ perceptions of and experiences with information literacy assessment, focusing primarily on issues of professional identity, agency, and power. Findings from in-depth interviews reveal that instruction librarians view teaching as integral to their professional identity and use assessment to legitimize that identity, both personally and at the institutional level. While this suggests that assessment has the potential to elevate the status of librarians on campus, the interviews also highlight ongoing professional and organizational tensions that hinder assessment efforts and inhibit librarian agency. The authors recommend more transparent communication, among other strategies, to address these challenges."

- Library Support for Student Financial Literacy: A Survey of Librarians at Large Academic Institutions by Lauren Reiter, Bronson Ford
Go to https://crl.acrl.org/index.php/crl/issue/view/1132/showToc
Photo by Sheila Webber: Circular Quay, Sydney, Australia, July 2019

Tuesday, July 30, 2019

Webinar recordings: Communities of practice; Infolit in health sciences

Two webinar recordings. Firstly, the latest webinar from the Information Digital and Media Literacy Mindsets group (held on July 4 2019) was Communities of practice for staff development in information literacy, presented by Clare McCluskey-Dean."This webinar offered an overview of a project at York St John University (UK). Based on interviews and a survey carried out for doctoral research, a community of practice in information literacy was discovered, covering academic and professional staff across the institution." The recording is at https://youtu.be/iQ4uwE1MM7w

Secondly, on June 19 2019 Credo Reference held a webinar entitled Information Literacy in Context—Expanding Foundational Skills Instruction into the Disciplines, which focused on information literacy in the health sciences. It was delivered by Jonna Peterson, senior clinical informationist at Northwestern University, USA, and Amanda DiFeterici, instructional librarian and product manager at Credo Reference. Go to https://youtu.be/-BdCtMI4ISE
Photo by Sheila Webber: Cablecar, Taronga Zoo, Sydney, July 2019

Monday, July 29, 2019

Recent articles: Rubric for syllabus analysis; games to teach IL; School/Uni partnership; Students' everyday info seeking; digital literacy

The latest issue of priced publication Reference Services Review is Volume 47 Issue 2. It includes
- Revealing instruction opportunities: a framework-based rubric for syllabus analysis by Melissa Beuoy, Katherine Boss ("The purpose of this paper was to develop a rubric based on the ACRL framework to analyze departmental syllabi")
- Chat reference: evaluating customer service and IL instruction by Julie Hunter, Samantha Kannegiser, Jessica Kiebler, Dina Meky
- The power of partnerships by Christy Groves (partnership between a university in the USA and a local school)
- Commercial tabletop games to teach information literacy by Carl O. DiNardo, Mary J. Snyder Broussard
- Development of a framework for digital literacy by Julia Feerrar
- On their own terms by Elizabeth Kocevar-Weidinger, Emily Cox, Mark Lenker, Tatiana Pashkova-Balkenhol, Virginia Kinman (research investigating how first-year students conduct everyday life research)
Go to: https://www.emerald.com/insight/publication/issn/0090-7324/vol/47/iss/2
Photo by Sheila Webber: Sunset, Sydney Harbour Bridge, July 2019

Friday, July 26, 2019

#LOEX2019 conference presentations; faculty; research; wonderment; design thinking

Presentations are available from the LOEX (US information literacy) conference that took place in May 2019. Lots of interesting items, including:
- Blazing a Trail for Literacy Exploration through Design Thinking, from Julia Feerrar (Virginia Tech -- Head, Digital Literacy Initiatives) and Miko Nino (Virginia Tech -- Instructional Design & Training Manager) (presenetation and handout)
- Amazing Races Spanning from Outdoor Instruction All the Way to Virtual Reality from Felicia A. Smith (Stanford University -- Head of Learning & Outreach) (presentation)
- Braving the Wilderness: Using Text Analysis and Encoding to Teach Students about Literature Reviews from Sandy Hervieux (McGill University -- Liaison Librarian) and Katherine Hanz (McGill University -- Liaison Librarian) presentation)
- Creativity and Wonderment: Applying Waldorf Education to Information Literacy Instruction from Paul Worrell (McKendree University -- Reference and Instruction Librarian)
- "The Times They Are A’Changing": Information Literacy Instruction, Faculty Ownership, and Student Success from Alexandra Hamlett (Guttman Community College, CUNY -- Information Literacy Librarian) and Meagan Lacy (Guttman Community College, CUNY -- Information Literacy Librarian) (presentation)
- Uncovering First-Year Students’ Conceptions of the Research Process from Brianne Markowski (University of Northern Colorado -- Information Literacy Librarian) and Rachel Dineen (University of Northern Colorado -- Information Literacy Librarian) (presentation)
Go to http://www.loexconference.org/sessions.html
Photo by Sheila Webber: Sand and sea, Manly Beach, Australia, July 2019

Thursday, July 25, 2019

LILi conference

It is not too late to register for the FREE Friday, August 2nd 2019 LILi Conference, 9:30 am - 2 pm: "Creating Connections: Extending Our Instructional Reach Through Collaborations & Community Partnerships", taking place CSUN, California, USA.

The conference will include "Empowering Comunidad: Latino Civic Engagement" (15-20 min. presentation), "Down the Rabbit Hole: YouTube in the Age of Misinformation and the Road to Absolution" (5-10 min. lightning talk), "Implementing a Cultural Competence Framework Into Information Literacy Instruction" (Poster), and more. You can find the complete schedule here: https://lili.libguides.com/LILI2019

Monday, July 22, 2019

Online course: Addressing Misinformation and Fake News: Resources and Strategies

From Library Juice Academy, an online course running from 5 to 30 August 2019: Addressing Misinformation and Fake News: Resources and Strategies. It is led by Sarah Morris and costs US $175. More information at http://libraryjuiceacademy.com/190-misinformation.php
"The overall goal of this course is to empower participants with a deeper understanding of what misinformation is, with strategies they can use to address misinformation with patrons, and with a sense of how libraries and librarians are uniquely suited to tackle misinformation with patrons and to empower patrons with the literacy skills they need to deal with misinformation themselves."

Thursday, July 18, 2019

Recent articles: digital literacy; mobile infolit; refugees; Complementary medicine information seeking

- Spires, H. (2019). Critical Perspectives on Digital Literacies: Creating a Path Forward. Media and Communication, 7(2). https://www.cogitatiopress.com/mediaandcommunication/issue/view/125
- Pinto, M. et al. (2019 ). Scientific production on mobile information literacy in higher education: a bibliometric analysis (2006–2017). Scientometrics, 120(1), 57–85. https://doi.org/10.1007/s11192-019-03115-x
"This paper offers a bibliometric analysis of the scientific production on Mobile Information Literacy in Higher Education published between 2006 and 2017, taking into account papers covered by Web of Science, Scopus, Library and Information Science Abstracts, Library and Information Science and Technology Abstract, and Education Resources Information Center. Bibliometrics, as an integral part of research evaluation methodology, helps us to identify the subject’s evolution over the period studied. In this research we aim to: (a) identify the most relevant journals that publish literature in this field, (b) calculate the authors’ average productivity and identify the most productive authors, and (c) discover the most significant trends in this academic field, through statistical and co-occurrence word analyses of the titles and the keywords used to index papers. The bibliometric results of this research provide a snapshot of the literature on Mobile Information Literacy that highlights the most relevant journals, authors, and trending keywords."
-Pandey, S. & Ilavarasan, P.V. (2019). People, information and culture: Locating forms of capital by Afghan Sikh refugees in India through ICTs. Technological Forecasting and Social Change, 146, 331-338. https://doi.org/10.1016/j.techfore.2019.06.005
"For refugees, information and communication technologies (ICTs) are as important as physical infrastructure... The refugees are building the cultural capital by sharing information in Facebook in the host countries... The refugees negotiate their state of vulnerability by seeking accurate information through text messages and Whatapp groups... The refugees relive and build socio-cultural identities through the Facebook and the Whatsapp."
- Barnes, L. et al (2019). Complementary medicine products information-seeking by pregnant and breastfeeding women in Australia. Midwifery, 77, 60–70. https://doi.org/10.1016/j.midw.2019.06.011
"The objectives of this study were to identify and explore pregnant or breastfeeding women's sources of, and rationale for seeking complementary medicine products information, the types of information sought, and how women felt their health care practitioners can help them receive information that meets their needs. ... A qualitative research design consisting of in-depth interviews and focus group discussions was conducted. Data were thematically analysed. Participants also completed two validated health literacy screening tools. ... Twenty-five women (n=7 pregnant, n=17 breastfeeding, n=1 both pregnant and breastfeeding) who currently used complementary medicine products participated. ... Twenty-four participants had high health literacy according to the validated screening tools. Around half of the participants had used complementary medicine products for most of their lives and 17 had used complementary medicine products to resolve or manage complex health conditions in adulthood or childhood. Women sought complementary medicine products information from three main sources. 1) Practical and safety information on complementary medicine products was sought from health care practitioners and published research; 2) health care practitioners were also sources of information on reasons for complementary medicine products recommendations and physiological actions; and 3) sharing experiences of complementary medicine products use with other mothers appeared to help women understand what to expect when taking complementary medicine products, support social-emotional wellbeing and encourage participants to look after their own health. Participants strongly expressed the desire for their mainstream biomedical health care practitioners to be more informed in, and open to, complementary medicine product use in pregnancy and breastfeeding."
Photo by Sheila Webber: Glenelg beach, July 2019

Tuesday, July 16, 2019

Slides: Media and Information Literacy: creative and critical engagement across the curriculum and beyond #RBE2019

Today I delivered a workshop Media and Information Literacy: creative and critical engagement across the curriculum and beyond university life at the Research-Based Education conference at the University of Adelaide, Australia, together with Bill Johnston. These are the slides



This was the abstract: The aims of this workshop are: to unpack UNESCO’s “composite concept” of Media and Information Literacy (MIL) and its relationship to research-based learning (RBL), and to stimulate participants to reflect on how MIL could enhance learning for citizenship.
Literature already links Information Literacy (IL) and IBL/RBL e.g. Lupton (2017), McKinney (2013): Levy & Petrulis’ (2012) framework for students’ IBL can be used to scaffold development of both disciplinary understanding and IL. However, MIL adds an extra dimension to IL, enfolding concepts of intercultural awareness, social justice and critical engagement with media. These aspects are vital at a time when misinformation challenges democratic society by promoting false knowledge claims and underpinning populism and hate speech (European Commission, 2018). Johnston, MacNeil & Smyth (2018) also identify that a Freirian critical pedagogy is a necessary component of the concept of an inclusive, open, information literate, digital university. A rich discourse is developing around the MIL concept (e.g. via GAPMIL and Global MIL week), but focused primarily on schools (e.g. Wilson et al., 2011) and opportunity exists to explore MIL in the Higher Education context.
References:
Johnston, B. MacNeill, S. & Smyth, K. (2018). Conceptualising the Digital University: intersecting policy, pedagogy and practice. Palgrave Macmillan.
European Commission. (2018). A multi-dimensional approach to disinformation: Report of the independent High level Group on fake news and online disinformation. https://ec.europa.eu/digital-single-market/en/news/final-report-high-level-expert-group-fake-news-and-online-disinformation
GAPMIL: Global Alliance of Partnerships on Media and Information Literacy. http://www.unesco.org/new/en/communication-and-information/media-development/media-literacy/global-alliance-for-partnerships-on-media-and-information-literacy/
Levy, P. & Petrulis, R. (2012). How do first-year university students experience inquiry and research, and what are the implications for the practice of inquiry-based learning? Studies in Higher Education, 37(1), 85-101.
Lupton, M. (2017) Inquiry learning: A pedagogical and curriculum framework for information literacy. In D. Sales & M. Pinto. (Eds.) Pathways into information literacy and communities of practice: Teaching approaches and case studies. (pp.29-51). Chandos Publishing.
McKinney PA (2013) Information literacy and inquiry-based learning: evaluation of a 5 year programme of curriculum development. Journal of Librarianship and Information Science, 46(2), 148-166.
UNESCO. (no date). Media and Information Literacy: a composite concept. http://www.unesco.org/new/en/communication-and-information/media-development/media-literacy/mil-as-composite-concept
Wilson, C. et al. (2011). Media and Information Literacy curriculum for teachers. UNESCO. http://unesdoc.unesco.org/images/0019/001929/192971e.pdf

Monday, July 15, 2019

Cocreating using Echo360; Group drama to develop intercultural competence; Researchers in residence #RBE2019

My last liveblog today from the Research-Based Education conference at the University of Adelaide, Australia.
Harrison Lees and Dalestair Kidd talked about employing students to co-create learning material with Echo360, in modules that they had already taken. The student creators gave feedback that they had benefited with having the additional interaction with lecturers, and it helped them understand the subject more. The students who were using the student-co-created Echo360 activities gave mainly positive feedback, appreciating actitivities like quizzes. Echo360 has inbuilt note taking software, and one message was to make students aware of this, also to introduce the activities early on so they get used to using them. This was part of the University of Adelaide's Students as Partners initiative, and students get paid: this was seen as important, so students did not feel exploited. The student presenters also urged academics to be receptive to students' new ideas and to follow up with the student.
Kayoko Enomoto and Richard Warner (University of Adelaide) presented on Living the language: an innovative group drama project for students to step into the shoes of others. They were talking about a group project designed to develop employability skills in an undergraduate module in a Japanese programme. They were aiming to develop discipline specific skills, intercultural competence, teamwork/ communication skills and critical thinking and research skills. Intercultural competence is seen as important to enrich linguistuc competence (although it was highlighted that the concept of IC is the subject of debate).The speakers identified the difficulty of "selling" group work to students (something that has come up in most of the sessions at the conference so far!). A four stage loop model of intercultural competence by Deardorff was used.
In this project, groups of 4-5 students (in a class of about 60, with different disciplinary backgrounds) had to write a drama scenario in Japanese, which focused on a selected socio-cultural issue. A list of issues was given, from which the students chose; examples are shut-ins, maternity harassment (forcing women to resign when they get pregnant), the ageing population. The students have to do searches for evidence for their dramas, using search skills and critical thinking. The drama format enables the "shoes of others" element.
Students are not necessarily interested in socio-cultural issues when they start the module (they might just want to learn the language). Bringing in Japanese exchange students was one strategy to motivate interest, and video presentations from previous cohorts were shown. The groups had to draw up a group contract, and do a storyboard (using a template), and these counted towards the final mark, as did the final drama (which they had to perform). There was an element of peer assessment. Student feedback indicated that the exercise did contribute to the development the tutors wanted, and also that some quieter students performed enthusiastically in the drama element.
Finally, Brendan Bentley (University of Adelaide) talked about Researchers in residence. This is an initiative in a Masters of Teaching degree. The student, who has to produce a 20,000 word dissertation, is placed with an employer (school) to undertake context-relevant research. This may be the same school as where the student does a placement, but not always. Bentley stressed the importance of having a programme coordinator who can main good connections with employers and understands the needs of the schools and thus the research questions that need to be pursued. It was also important to understand the skills that the preservice teachers do (and do not) have. The data that is analysed by students in usually secondary data. An executive summary of the research is given to the host school, and findings are presented at a conference of fellow students and other stakeholders.

Beyond books and articles: designing digital capabilities for the future #RBE2019

More liveblogging (so, instant impressions) from the Research-Based Education conference at the University of Adelaide. Fiona Mariner (University of Adelaide, Digital Learning Coordinator in the library) talked about Beyond books and articles: designing digital capabilities for the future. They had taken a face to face course in the Faculty of Arts, and turned it into an online module. It was a colaborative effort with the library, the course coordinators and the Learning Enhancement and Innovation team.
It "started as a problem of numbers" with not enough librarian-hours available, but also there seemed to be opportunities when going online. The team wanted to do more in terms of developing digital capabilities, and an online module gave a more flexible format. The university has developed a digital capabilities model (based on JISC's work). The underpinning concepts were metaliteracy (as mentioned before at various times on this blog, developed by Jacobson and Mackey); transferable skills in terms of scaling up, or transfering from one context to another (important on the Arts foundation course that this was targeted at); learner-centred design.
The students themselves are diverse, since it includes mature students, distance and oncampus students, and students from different faculties. The team aimed at backwards design, and identified a variety of learning outcomes. Based on those, they developed an assessment sheet, which aimed to encourage scaffold students progress towards carrying out a research/essay assignment and also get them to reflect on their progress and activities. The learning material included videos, activities and supporting material.
The topics covered went from finding and discovering existing knowledge, through critically evaluating, referencing and presenting in different ways. Although there was positive feedback from academics, the online module did not get systematically integrated into the class.
They have got some feedback from a separate group of students. There was positive feedback on a number of aspects, but the team got useful feedback e.g. that the students didn't navigate in the way expected, and they wanted more activities. Next time, they will involve students in the process a lot earlier. They also want to offer more support and liaison with academics. They would like to work more closely e.g. with the writing centre. They also feel they may need to have two online modules: one to be integrated into class, and the other self-paced.
Photo by Sheila Webber: catching thr tram from Glenelg this morning (apologies, I wasn't in a good place to take photos during the session)

A large scale capstone research course connecting students to researchers and careers #RBE2019

I'm going to do a bit of liveblogging from the Research-Based Education conference I'm attending at the University of Adelaide, Australia. As usual, these are my instant impressions of what was said. Nichola Thompson talked about development of a capstone research placement course in the final year of an undergraduate Health and Medical Sciences degree. The course has about I think) 300 students per year. The capstone course involves joining a research group in a research topic relevant to their major interest. They had 55 projects in the last year. The projects vary e.g. they may be lab based, systematic reviews, using existing data sets. The research is supported by core modules (online) concerning research methods, ethics etc., and support in areas such as using the research literature. In semester 2, activities include a journal club. There are multiple modes of assessment e.g. recording a presentation about the research, and presenting a final poster on the research, as well as reports and marks associated with the core modules. The students have been very positive about this initiative, but there are challenges. These include finding enough projects and willing researchers to lead them, costs of the lab projects, perception that some of the projects are more challenging/interesting than others, the marking load (and quality assurance of marking). Some students are uncomfortable with projects with no "right" answer, or don't want to commit enough time, or don't see the relevance of research to their future careers. The researchers may not be used to engaging with undergrad students, so expect a higher a level of skills and may not be used to engaging with unmotivated students, and might also expect that they only get the "top" students, and workload. I asked, and they did involve the librarians!

Friday, July 12, 2019

Online course: Incorporating Sustainability into Information Literacy

Library Juice Academy are running a short online course 5 o 30 August 2019: Incorporating Sustainability into Information Literacy, Library Programs, and Library Organizations. The course is run by Sharon Radcliff and costs US $175. "In this course, participants will learn about the history of sustainability as a discipline and set of practices, and explore it through readings, visual material, exercises, and online discussion. Students will create a final project plan for a program, policy, or lesson, incorporating various principles of sustainability, in order to benefit students, library patrons, the organization, and/or the community." For more info and registration go to https://libraryjuiceacademy.com/192-sustainability.php
Photo by Sheila Webber: outside Adelaide Airport, July 2019