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

Thursday, July 11, 2019

Recent articles: Career fair information; Library anxiety; learning outcomes

Volume 45 issue 4 (2019) of the priced Journal of Academic Librarianship includes the following articles:
- Undergraduate students' experiences of using information at the career fair: A phenomenographic study conducted by the libraries and career center by Ilana Stonebraker, Clarence Maybee, Jessica Chapman
- Library Anxiety among Undergraduate Students: A Comparative Study on Egypt and Saudi Arabia by Ahmed Maher Khafaga Shehata, Mohammed Fathy Mahmoud Elgllab
- An exploratory study of the relationship between the use of the Learning Commons and students' perceived learning outcomes by Esther M.W. Woo, Alexander Serenko, Samuel K.W. Chu
Contents page at https://www.sciencedirect.com/journal/the-journal-of-academic-librarianship/vol/45/issue/4
Photo by Sheila Webber: Astilbe on campus, July 2019

Wednesday, July 10, 2019

Cartoon video series on misinformation and online resilience #maddiesonline

Konstantina Martzoukou (Robert Gordon University) has created free video cartoon series on online safety and misinformation for schools, aimed at "school children (9-12 years old) to illustrate the dangers of online bullying and teach through animation online information evaluation. 'Maddie is Online' #maddiesonline is a free educational resource which narrates the everyday life story of Maddie, a fictitious 10-year-old girl, who goes through some troubles while connected online." Series 1: Misinformation is at https://www.youtube.com/playlist?list=PLlUx8jQ1MCcQTOHIGwzFHWFi8fF67oUtf and Series 2: Online Resilience is at https://youtu.be/nK_wHBlzyLA?list=PLlUx8jQ1MCcSdsaCHy05u1WCpht6Ky95Q . Dr Martzoukou would also like to partner with schools and libraries to pilot the cartoon videos.

Tuesday, July 09, 2019

Online Nation (UK) 2019

At the end of May, Ofcom published a new report Online Nation, with a great deal of information about the information and media habits of the UK population. It brings together Ofcom's rich research. Home page at https://www.ofcom.org.uk/research-and-data/internet-and-on-demand-research/online-nation/narrative
Pdf at https://www.ofcom.org.uk/__data/assets/pdf_file/0025/149146/online-nation-report.pdf
Photo by Sheila Webber, taken in second Life (TM Linden Lab)

Monday, July 08, 2019

New articles and reports: digital literacy in schools; information literacy needs of graduate students; health literacy estimates

Polizzi, G. and Taylor, R. (2019) Misinformation, digital literacy and the school curriculum. Media Policy briefs (22). London School of Economics and Political Science. http://eprints.lse.ac.uk/101083/ (open access). This is a useful summary of related recent UK policy developments and has "a non-exhaustive list of organisations, ordered alphabetically, that provide teaching resources on aspects related to textual analysis and evaluation, media representation, misinformation, the media and the internet".
It is advocating a focus on digital literacy and it is more than disappointing that libraries are only mentioned when the authors are quoting others (apart from a mention in passing of The British Library).

Zhao, S. (2019). A Study of Graduate Students’ Information Literacy Needs in the Electronic Resource Environment. PhD thesis, University of Windsor, Canada. https://scholar.uwindsor.ca/etd/7747/ (open access) "This study examines the information literacy skills of graduate students at the University of Windsor. The study encompassed a quantitative survey questionnaire administered to 137 graduate students and a qualitative component that involved semi-structured, open-ended focus groups with 17 graduate students. ... This study demonstrates that participating graduate students had only a basic understanding of information literacy skills—significantly less than the level required by the Association of College & Research Libraries. They need more information literacy training, potentially through an information literacy credit course or through intensive one-on-one instruction. Particularly, increasing the collaboration between libraries and faculties to integrate effective library-led information literacy into graduate course instruction would greatly benefit graduate students’ research and overall academic success."

Zawilinski, L. L., Kirkpatrick, H., Pawlaczyck, B., & Yarlagadda, H. (2019). Actual and perceived patient health literacy: How accurate are residents’ predictions? The International Journal of Psychiatry in Medicine. (early online publication) https://doi.org/10.1177/0091217419860356 "The purpose of this study is to replicate and extend the findings of previous research by examining residents’ ability to predict health literacy levels in patients and to use a newer validated measure of health literacy. A total of 38 patient encounters were included in this study. Patients were administered the Health Literacy Skills Instrument-Short Form to assess health literacy levels. Twenty resident physicians conducted visits with study participants and were asked to predict the health literacy of their patients. ..... residents accurately identified about 60% of patients with good health literacy; 40% of the time they overestimated the patient’s actual ability to comprehend health information. Conversely, in slightly more than half of visits (53%) where the patient had inadequate levels of health literacy, our resident physicians’ judgments were accurate. This would seem to indicate that physicians may need coaching regarding which patients might need modifications of education or management delivery plans to improve patient understanding."
Photo by Sheila Webber: these cherries tasted nice, July 2019

Friday, July 05, 2019

Call for proposals: Critical Librarianship and Pedagogy Symposium

The call for proposals for the 3rd Critical Librarianship and Pedagogy Symposium, organised by The University of Arizona Libraries and to be held in Tucson, AZ, USA on March 12-13, 2020, is now open. The deadline is August 1, 2019 and registration will open on September 1 2019. The conference is free, funded by the University of Arizona Libraries; and the UA iSchool will provides two US $500 scholarships to offset expenses. The application form is here https://docs.google.com/forms/d/e/1FAIpQLSdP7XZYNbFKSHcgdJKIdY0LcbeVtaFsr-t2N3HWYVR7ptiytg/viewform. Last year's site is here: https://claps2018.wordpress.com/ (there isn't a website for this year conference yet).
Photo by Sheila Webber: wild roses, July 2019

Thursday, July 04, 2019

Media and Information Literacy #cilipconf19

I'm at the CILIP 2019 conference in Manchester. The University of Sheffield Information School has an exhibition stand, and I spent most of today on that (together with six of our great students). However, I did go to the last session yesterday, on Media and Information Literacy.

Nicola Aitkin (Head of Counter Online Manipulation, Department for Digital, Culture, Media and Sport) talked about Improving audience resilience to disinformation through media and information literacy. She started by introducing the general background: for example why people are spreading disinformation, the online environment and the “audiences” (including vulnerable audiences). She identified media and information literacy as being vital. They wanted people to be confident and critical in the way they engaged with online information. Aitkin identified that a lot of existing resources are aimed at children, and the number of resources aimed at young people can be bewildering.
The government had committed to a media literacy strategy in the Online Harms white paper and have just finished the consultation process. Aitkin stressed that “the conversation hasn’t finished” and they were keen to reach out to people and organisations who, in particular, can help them engage with more difficult to reach populations. They have also had media literacy round tables.
They have a pilot advertising campaign currently running on Facebook and Twitter aimed at 18-35 year olds with the strapline “don’t feed the beast”. Aitkin said that week they published guidelines aimed at teachers (I haven't traced that yet).

The 2nd talk was from Dr Sangeet Bhullar (Director, WISE KIDS), who talked about promoting digital literacy and digital wellbeing for children and young people. She talked about the Internet as being like a city, and whereas a parent wouldn’t drop a child in a city, they may not prepare their children for the risks of the city of the Internet. The internet differed from a physical city in offering connection to more people, things and spaces. Bhullar felt it was too narrow to position it as a safety issue. It was important to know about the legislation that could be used in this context (which is not just legislation brought in to combat cyber bullying). To illustrate the current risks, Bhullar played a deepfake video which put words into Obama’s mouth.
She also mentioned some of her own research in this area: Rethinking responses to children and young people’s online lives at https://eprints.soton.ac.uk/273226 and the Wise kids generation 2000 research project
Bhullar felt that teachers are not spending enough time listening to young people talking about what they do and value online. It was important for people to recognise risk and not be afraid of the Internet, so they could take advantage of the internet’s benefits. She saw the three key things as being pillars of development: Digital literacy, digital citizenship, character and wellbeing.
She finished by outlining the he role of librarians.

The third presentation was from Philip Russell (Deputy Librarian, Technological University of Dublin) about the be media smart campaign, an initiative from Media Literacy Ireland, which is a collaboration of various organisations, including the Library Associationof Ireland. It was built on the idea – what if we could get people to care as much about where their information comes from, as they do where their food comes from. The TV ad reached half a million and radio ads 2 million people, and there were social media ads and news stories picking up on the campaign. About 30-40 libraries supported the campaign. The cross sectoral approach was important and libraries being involved was significant.

Tuesday, July 02, 2019

Health Information Week #HIW2019

This is Health Information Week 2019 in the UK. The NHS library and knowledge services: page about the week is at https://kfh.libraryservices.nhs.uk/patient-and-public-information/health-information-week-2/ and they also have a page about evaluating the week's impact https://kfh.libraryservices.nhs.uk/category/quality-and-impact/ The Twitter stream is at https://twitter.com/Healthinfoweek
Today's focus was Mental health; and patient stories and I selected a few relevant articles:
Fergie, G., Hilton, S. and Hunt, K. (2016). Young adults' experiences of seeking online information about diabetes and mental health in the age of social media. Health Expectations 19(6), 1324-1335
https://doi.org/10.1111/hex.12430 (open access).
"Forty semi‐structured interviews were conducted with young adults, aged 18–30, with experience of diabetes or CMHDs. Data were analysed following a thematic networks approach to explore key themes around online information‐seeking and content consumption practices. ... Although participants primarily discussed well‐rehearsed approaches to health information‐seeking online, particularly reliance on search engines, their accounts also reflected active engagement with health‐related content on social media sites. Navigating between professionally produced websites and user‐generated content, many of the young adults seemed to appreciate different forms of health knowledge emanating from varied sources. Participants described negotiating health content based on social media practices and features and assessing content heuristically. Some also discussed habitual consumption of content related to their condition as integrated into their everyday social media use."

Riebschleger, J., Grove, C., Costello, S., and Cavanaugh, D. (2018). Mental Health Literacy for Children with a Parent with a Mental Illness. Journal of Parent and Family Mental Health, 3(1). https://escholarship.umassmed.edu/parentandfamily/vol3/iss1/1 (open access). This is a short article with advice and examples.

Buchanan, S, Nicol, E. (2019). Developing health information literacy in disengaged at-risk populations: Insights to inform interventions. Journal of Documentation, 75(1), 72-189. https://doi.org/10.1108/JD-06-2018-0086 (priced article)
"A qualitative in-depth case study. The participants were a team of UK Family Nurses providing outreach support to young expectant mothers from areas of multiple deprivations, and the mothers themselves. The data collection methods were observation, survey, interviews and focus groups. ... Information needs of mothers are multiple, and not always recognised as information problems, or revealed. Several felt overwhelmed, and actively avoided health information. There is low awareness and/or use of state sources of online health information. Family nurses provide an important information intermediary role, but are unfamiliar with IL concepts and models; consequently, there is limited evidence of client transitions to independent information seeking, or underpinning pedagogical practices to achieve such goals."

Monday, July 01, 2019

Call for proposals OERS in libraries

Following up on the OER theme: The International Journal of Open Educational Resources (IJOER) has a call for proposals for a special issue on Open Education Resources & Libraries. Proposals are due by July 3 2019 (I did only just get a notice about this) and full papers due by August 7 2019 (so a tight turnaround too!). Topics of Interest include: OER Collaborations between Librarians and Faculty; Incorporating Open practices and Open Educational Resources in library; Assessment of OER and/or OER Grant programs; Library support for OER; OER and open pedagogy; OER and collection development; Demonstrating the value of OER. For more details and the proposal submission form, go to: https://forms.gle/SioYfKMzU8USUoPe7

Online Educational Resources #OERs

This came out 6 months ago, but Esther Grassian just highlighted it - there is a useful introduction to Online Educational Resources (OERs) (with lots of links etc.) in the December 2018 issue of Library Instruction Round Table NewsTech Talk: Online Educational Resources by Billie Peterson-Lugo (on pages 5, 9-14). It is in the pdf of the whole issue: http://www.ala.org/rt/sites/ala.org.rt/files/content/archive/2018dec.pdf
Photo by Sheila Webber: mock orange, June 2019

Friday, June 28, 2019

Webinars: The grounded instruction librarian

There is a webinar series starting on 11 July 2019 at 2pm to 3pm US EST which is 7 to 8pm UK time: Grounded Instruction Librarian: The Scholarship of Teaching and Learning Webcast Series. "Corresponding to the ACRL publication, The Grounded Instruction Librarian: Participating in the Scholarship of Teaching and Learning (July 2019), this series of webinars offers instruction librarians an introduction to key theories, research, and practices that underpin the Scholarship of Teaching and Learning (SoTL), as well as case studies of how these theories are being used in library instruction."
The first webinar on July 11th is called The Grounded Instruction Librarian: An Introduction to SoTL and Signature Pedagogies "In this first session, attendees will be introduced to the Scholarship of Teaching and Learning and the concept of signature pedagogies. Discussion will focus on the implications of signature pedagogies for information literacy instruction."
For information on the whole series go to http://www.ala.org/acrl/onlinelearning/sotl

Thursday, June 27, 2019

A community of practice for staff development in information literacy

The next webinar in the Mindsets series, from Robert Gordon University, is on 4 July 2019 at 4pm UK time (which is, e.g. 11am US EST): A community of practice for staff development in information literacy in a university. "This webinar will offer an overview of a project at York St John University. 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. ... through the design and use of an online community of practice, staff are now able to share ideas, lesson plans and concerns, and ask questions, which is enabling the further embedding of information literacy in curriculum design. This is especially true of the emerging forms of information literacy, developing from traditional library skills, to a much more pedagogically-driven, critical approach. You will get an overview of the online community of practice, how it was developed, and key examples of how it has impacted on curriculum design in terms of information literacy, such as projects to review the curriculum and reading lists for representation of women, people of colour, and LGBTQI+."
Go to https://www.eventbrite.co.uk/e/a-community-of-practice-for-staff-development-in-information-literacy-tickets-64238842106 for more details and for registration. You can also look at the CoP website at https://blog.yorksj.ac.uk/infoincurriculum/
Photo by Sheila webber: hydrangea in bud, June 2019

Tuesday, June 25, 2019

Experiential Learning Toolkit

Just launched, an interesting new open access resource is the Experiential Learning Toolkit. It has 16 online learning modules (with videos, slides, activities, examples, links etc.) covering various aspects of experiential learning: from basic learning design issues, to risks and evaluation. It was Produced by Niagara College, Canada, in collaboration with Brock University and Georgian College, with funding from the Province of Ontario’s Career Ready Fund. "The toolkit is intended to support faculty, staff, administrators, and community partners in designing, implementing and evaluating quality experiential learning activities, such as field placements, co-ops, and service learning."
The toolkit is here: https://www.eltoolkit.ca/
"For more information on the toolkit as well as some frequently asked questions, please visit http://www.niagaracollege.ca/cae/experiential-learning-toolkit/. If you have additional questions or want to provide feedback, please contact Dr. Jenn Martin directly at jemartin@niagaracollege.ca "
Photo by Sheila webber, taken in Second Life (TM Linden Lab)

Monday, June 24, 2019

Citizens’ approaches to evaluating political ‘facts’ in the fake news era

The slides from the webinar held on 19 June 2019: Citizens’ approaches to evaluating political ‘facts’ in the fake news era (presented by Professor Rita Marcella and Dr Graeme Baxter, Robert Gordon University) are available at https://www.slideshare.net/martzoukou/onehe-mindsets-webinar-fake-news-june-2019
Relevant publications by Marcella and Baxter include:
- Baxter, G. & Marcella, R. (2013). Online parliamentary election campaigns in Scotland: a decade of research. eJournal of eDemocracy and Open Government, 5(2), 107-127. https://jedem.org/index.php/jedem/article/view/210
- Baxter, G. & Marcella, R. (2017). Voters’ online information behaviour and response to campaign content during the Scottish referendum on independence. International Journal of Information Management, 37(6), 539-546. https://openair.rgu.ac.uk/handle/10059/2408
- Baxter G., Marcella R., Chapman, D., & Fraser, A. (2013). Voters' information behaviour when using political actors' web sites during the 2011 Scottish Parliament election campaign. Aslib Proceedings: New Information Perspectives, 65(5), 515-533. https://openair.rgu.ac.uk/handle/10059/958
Photo by Sheila Webber: white rose in June, 2019

Saturday, June 22, 2019

@Cam_ILN Cambridge Information Literacy Network update

This isn't a course open to people outside Cambridge University libraries, but if you are developing a programme for developing librarians' teaching, you might want to look at this blog post in which the Cambridge Information Literacy Network announces an inservice programme "Teaching and Learning for Librarians ... The course will be 9 months and will focus on enhancing teaching practices, developing a personal philosophy of teaching and applying these practices and beliefs to a class/educational resource specific to participants’ libraries." You will also see a link to the IL framework they have developed for the university. Other blog posts are also interesting. https://camiln.org/2019/06/10/registration-for-teaching-and-learning-for-librarians-now-open/
Photo by Sheila Webber: green shade, June 2019

Friday, June 21, 2019

Ocean Literacy

Another literacy! Ocean Literacy (which "means understanding the ocean’s influence on you and your influence on the ocean") is more about knowing things (rather than developing attitudes and skills), but this is a useful resource that could be used in teaching. http://oceanliteracy.wp2.coexploration.org/
Photo by Sheila Webber, taken in Second Life (TM Linden Lab).

Thursday, June 20, 2019

Active Learning

Active Learning from King's is recently-started blog from Kings College London with informative blog posts on teaching and learning in higher education e.g. a step-by-step explanation of the jigsaw approach to learning (where students form groups, each learning one aspect of a topic, then they teach each other). https://blogs.kcl.ac.uk/activelearning/
Photo by Sheila Webber, taken in Second Life (TM Linden Lab)

Tuesday, June 18, 2019

Call for chapters for Critical Library Pedagogy in Practice

There is a call for chapters for Critical Library Pedagogy in Practice which "will be an edited collection of 10-15 short, practical, chapters which will explore various aspects of critical pedagogy and how the theory can be applied to information literacy teaching. The book is inspired by the success of the Critical Library Pedagogy Handbook, published by the American Library Association, and the aim for this collection will be to produce a similarly helpful book focussed on the work and practice of librarians in various countries within a classroom context. This book will also be open access and therefore free for anyone and everyone to use." I think this is a revision of this call for chapters. Proposals have to be submitted by 31 July 2019, and those selected have to submit chapters by 29 November 2019. There is more information here: http://www.wou.edu/wp/critlibpedagogy/
Photo by Sheila Webber: more wild strawberries at my door.

Monday, June 17, 2019

Presentations from CILIP Scotland conference

I don't think any of them are specifically about Information Literacy - but an interesting selection of presentations from the CILIP Scotland conference that just took place in Dundee, Scotland https://www.slideshare.net/CILIPScotland/clipboards/cilips-conference-2019
Photo by Sheila Webber: yellow rose in June, 2019 (at one of the rare points when it wasn't raining)

Friday, June 14, 2019

Syllibi of credit bearing information literacy courses

John Siegel recently asked on some North American discussion lists for information on credit-bearing IL university courses, and very helpfully he has collated the information (with the providers' permission) in a Google folder. He said "The folder is largely organized by the number of semester credit hours of the course (1, 2, or 3). There is also a subfolder for a quarter-long course. Although I received permission to share and in some cases there is Creative Commons, I would recommend checking with the creators if you would like to use/adapt any materials."
Go to https://drive.google.com/drive/folders/1WkXkcv7UymlR3F2jAf_yMrULxxAFy96J?usp=sharing
Photo by Sheila Webber: Rhododendron (and bee), Greenwich park, May 2019



Thursday, June 13, 2019

Recent articles: oral information literacy; professional identity; information behaviour in Bangladeshi students

The latest issue (vol 45, no 2) of open access IFLA Journal includes:
- Impact of tailor-made information literacy provision on rural dwellers’ participation in sustainable development targets in Nigeria: Implications for public library services to oral societies by Chimezie P. Uzuegbu "This paper examined the impact of tailor-made information literacy provision on Nigerian rural dwellers’ participation in three sustainable development targets. A mixed method research design comprised of field experimental approach, site visit and focus group technique was used to collect data that answered the five questions raised in the study. From the findings, rural dwellers who received information literacy provision participated more in the sustainable development targets than their counterparts who depended only on the existing information communication systems accessible to them. Information literacy provision to a sample of 20 households had a spill-over effect on the behaviour of non-sampled households of the same village. In conclusion, the triangulation of methods used in this study showed that rural dwellers’ effective participation in development programmes can be achieved through contextual information literacy provision. This draws implications that are summarised into a model. Public libraries in Nigeria and in similar developing countries can explore the strategy conveyed in the model to launch effective outreach services to their rural dwellers."

- Evolving practices and professional identity: How the new ways we work can reshape us as professionals and a profession by Melissa Ann Fraser-Arnott "This paper’s first objective is to provide insights into how professional identity development occurs and how the emergence of a new or unusual take on the library and information science profession based on professional experiences working in non-traditional roles can be seen as both an opportunity and a threat to the library and information science profession, using the experience of library and information science graduates working in non-library roles as a lens. The second objective is to translate the experiences of library and information science graduates working in non-traditional roles into recommendations for promoting diversity in the definition of the profession."

- Information-seeking behaviour of undergraduate students: A developing country perspective by Ahmadul Islam Howlader and Md Anwarul Islam "The purpose of this study is to investigate the information-seeking behaviour of the undergraduate students at Dhaka University, Bangladesh. Questionnaires were distributed to the students and data were collected over a period of 60 days between November and December 2017. Of the 450 questionnaires distributed, 339 were returned where the response rate was 75.33%. It was found that most undergraduates needed academic and job-related information. To meet those needs, they often went to the library to study and to prepare for competitive job exams. For doing academic work, they were heavily dependent on the class lectures and they were only slightly satisfied with the library services they get. This study brought out the findings that undergraduates’ information skills were poor and they were not aware of the library resources. "

Go to: home page - https://www.ifla.org/publications/ifla-journal and pdf of this issue http://www.ifla.org/files/assets/hq/publications/ifla-journal/ifla-journal-45-2_2019.pdf
Photo by Sheila Webber: more poppies on Blackheath, June 2019

Wednesday, June 12, 2019

Call for papers: ISIC 2020: the Information Behaviour Conference

There is a call for papers for ISIC 2020: the Information Behaviour Conference, which takes place at the University of Pretoria, South Africa, 28 September - 2 October 2020.
"The ISIC conferences focus on people's contextualised interactions with information. We welcome interdisciplinary information research, taking influence from fields such as information science, information studies, library studies, communication studies, computer science, education, information management, information systems, management science, psychology, social psychology, sociology, and other disciplines. A common thread is the focus on contextualised information activities, expressed as 'information behaviour', 'information practice', 'information seeking', 'information experience' and others. For the 2020 conference, authors are invited to particularly consider issues of misinformation, and application of information behaviour research to practice. However, all theoretical and empirical work that falls within the broad scope of the conference is welcome. The conference includes full and short papers, panels, workshops, posters, and a doctoral workshop."
Deadline for submissions is 31 January 2020. For more details go to http://isic2020.co.za

Tuesday, June 11, 2019

Webinar: Citizens’ approaches to evaluating political ‘facts’ in the fake news era

There is a free webinar on 19 June 2019 at 3-4pm UK time, organised by the OneHE Mindsets Information Digital & Media Literacy thematic network: Citizens’ approaches to evaluating political ‘facts’ in the fake news era. It is presented by Professor Rita Marcella and Dr Graeme Baxter, Robert Gordon University. "Recent years have seen significant public discourse surrounding the concepts of ‘post-truth politics’, ‘fake news’, and ‘alternative facts’ online, with much of it focusing on ‘Brexit’ or Donald Trump’s election campaign and presidency. This webinar will reflect upon recent research into fact response, fact checking, and the journey of the political fact. This research, conducted during the 2017 UK General Election campaign, consisted of two interrelated studies: 1) an online survey of the general public (n = 538); and 2) a series of 23 electronically-assisted interviews with citizens in North-East Scotland. Both studies explored the tactics and heuristics used in evaluating the credibility of ‘facts’ presented online by Scottish political actors." Register at https://www.eventbrite.co.uk/e/citizens-approaches-to-evaluating-political-facts-in-the-fake-news-era-registration-62206243549
Photo by Sheila Webber: bee on Eschscholzia californica, June 2019

Monday, June 10, 2019

Recent articles: community of practice; people of colour

Recent articles from the open access journal College & Research Libraries News include: from Vol 80, No 5, 2019
- Information Literacy Faculty Fellows program: Building a faculty-librarian framework community of practice by Stephanie Crowe, Anne Pemberton, Vonzell Yeager "The Framework for Information Literacy for Higher Education (Framework) calls upon librarians to think of information literacy as a concept to be applied beyond the one-shot session, suggesting that the “Framework…is intended to be developmentally and systematically integrated into the student’s academic program at a variety of levels."
- Empowering collaborations and creating brave spaces: People of Color in Library and Information Science Summit by Nataly Blas, Aisha Conner-Gaten, Rachel Deras, Jessea Young "The William H. Hannon Library at Loyola Marymount University (LMU) in Los Angeles, California, held the first People of Color in Library and Information Science (POC in LIS) Summit on July 13, 2018. The summit was a collaborative planning effort by LMU librarians to create a productive and brave space for POC, especially women and marginalized identities, working in the information sector. The POC in LIS Summit invited participants to challenge their roles as information workers and acknowledge that dominant narratives may be disrupted."
Table of contents at https://crln.acrl.org/index.php/crlnews/issue/view/1127/showToc
Photo by Sheila Webber: foxgloves, June 2019

Saturday, June 08, 2019

Health libraries: Teaching and Learning in Action

Donna Iriving is the new editor of Health Information and Libraries Journal's "Teaching and Learning in Action Regular Feature" and she has started by summarising "examples of your best practice" from articles in the past five years (priced article).
Iriving, D. (2019). Tell me and I'll forget; show me and I may remember; involve me and I'll understand: a review of the Teaching and Learning in Action feature. Health Information and Libraries Journal, 36(2), 190-194. https://doi.org/10.1111/hir.12259
Photo by Sheila Webber: alium head, June 2019

Thursday, June 06, 2019

#uklibchat - past on UX, future on #healthliteracy

On Monday 3rd June there was a #uklibchat tweetchat on UX Research. When announcing it, they said "User Experience research is all about exploring the needs and behaviours of our users. This research is conducted with a variety of different qualitative and quantitative methods, many of which are fairly new to the library sector, such as: observation; behavioural mapping; cognitive mapping; usability testing; touchstone tours; cultural probes; semi-structured interviews and user journey mapping."
The wakelet with the chat archive is here https://wakelet.com/wake/7decb843-e4e5-471b-afa7-9bd8e44bb145.
The #uklibchat website is at https://uklibchat.wordpress.com/ and the next #uklibchat will be at on 1st July 2019, 7pm-8.30pm UK time (which is, for example, 2pm-3.30pm US EST) on health literacy, and communicating information to patients and the public.
Photo by Sheila Webber: the first wild strawberries by my front door, June 2019

Wednesday, June 05, 2019

Call for chapters: Teaching About “Fake News”: Lesson Plans for Different Disciplines and Audiences

There is a call for chapters for a proposed book to be published by ACRL: Teaching About “Fake News”: Lesson Plans for Different Disciplines and Audiences. The Editors are Candice Benjes-Small (Head of Research) and Mary K. Oberlies (Research and Instruction Librarian), William & Mary; Carol Wittig (Head of Research and Instruction, University of Richmond). "The problem of “fake news” has captured the attention of administrators and instructors, resulting in a rising demand for librarians to help students learn how to find and evaluate news sources. But we know that the phrase “fake news” is applied broadly, used to describe a myriad of media literacy issues such as misinformation, disinformation, propaganda, and hoaxes. There’s no way we can teach everything there is to know about “fake news” in a 50-minute one-shot library session. What we can do is tailor our sessions to be relevant to the specific audience. For example, a psychology class may benefit from a session about cognitive biases, while an IT class might want to talk about the non-neutrality of algorithms. Special populations such as non-traditional students or writing center tutors could also be considered." Chapter proposals have to be submitted by July 31, 2019, via the form here which requires a 100 word abstract of the proposed chapter and a sample learning activity. You have to identify a specific discipline, or a specific audience (e.g. first-year students)
Final chapters will be 2,000-3,000 words in length and have a fixed structure: "it will begin with an overview of that specific aspect of fake news and be grounded in the established scholarship. Next it will include a brief annotated list of accessible readings that could be assigned to participants ahead of a workshop when appropriate. Authors will be asked to house a student-friendly PowerPoint version of their chapter in the ACRL Framework for Information Literacy Sandbox; the teaching librarian could use it as-is or modify it for the direct instruction portion of a session. Finally, each chapter will include hands-on activities and discussion prompts that could be used in the actual workshop." Email teachingaboutfakenews@gmail.com with any questions.
Photo by Sheila Webber: Alium and bee, June 2019



Tuesday, June 04, 2019

New articles from @JInfoLit - Academics; Story time; Teens and video games; Learning diaries

Volume 13 No. 1 (2019) of the open access journal Journal of Information Literacy has been published. The articles are:
- Shaking up story time by Bartlomiej A. Lenart and Carla J. Lewis (Looks at the Philosophy for Children (P4C) method)
- What academics really think about information literacy by Deborah Stebbing, Jane Shelley, Mark Warnes, Carol McMaster ""We took a qualitative approach to this research, using semi-structured interviews with a convenience sample of participants drawn from nursing subjects and business subjects in a post-1992 university in the United Kingdom. The research questions asked about academics’ perception of IL, the impact of their discipline on IL and their view of the ideal information literate student. Six key areas of concern emerged around the teaching of IL: students transitioning into higher education, developing evaluation skills, the significance of the undergraduate major project and discipline differences, the information landscape and the perceived need for preparation for IL at work. The article discusses the findings, difficulties surrounding students achieving adequate IL and considerations for future practice in delivering focused IL support."
- How do teens learn to play video games? by Ruth S. Contreras-Espinosa, Carlos A. Scolari. "The aims of this article are to identify the main ILS ]informal learning strategies] that teens apply as they acquire and improve their video game literacy, and to develop a series of categories for analysing and classifying these informal learning experiences."
- Attribution and plagiarism in the creative arts by Joanna Hare, Kimburley Choi
- Using learning diaries to evaluate and improve online information literacy and academic skills provision by Aidan Tolland, Dr, Rebecca Mogg, Amanda Bennett
There are also book reviews and conference reports. Go to https://ojs.lboro.ac.uk/JIL/issue/view/206
Photo by Sheila Webber: Rose, Sheffield, June 2019

Monday, June 03, 2019

California Conference on Library Instruction presentations: student learning; reimagining one-shot; intersectionality

Presentations from the California Conference on Library Instruction held on May 3 2019 are available. There is a recording of the keynote, Curiosity, Compassion, and Conversation: Facilitating Student Learning in the Library from Melanie Chu (Director of the Library & Learning Services, Lake Tahoe Community College). Presentation slides include:
- Goodbye Scavenger Hunt! Hello Problem-Based Scenarios from Tessa Withorn (Online Learning Librarian, California State University Dominguez Hills)
- Reimagining a Standard One-Shot with Critical Information Literacy: Diversity within Google, the Deep Web and Library Databases from Robin D. Lang (Instructional Services Librarian, Point Loma Nazarene University)
- Empowering Students through a Feminist Framework: Intersectionality and Primary Source Literacy from Sharon Ladenson (Gender and Communication Studies Librarian, Michigan State University Libraries)
Go to http://www.cclibinstruction.org/2019-conference/
Photo by Sheila Webber: rhododendrons in Greenwich park, May 2019

Saturday, June 01, 2019

Library Publishing and information literacy

The numerous presentations from the IFLA Library Publishing Mid-Term Meeting (Dublin 2019) have been linked from https://www.ifla.org/node/92080 The first time I tried, some the links to the pdfs did not work, although they seem to be ok now. Through careful research (i.e. googling) I discovered that at least some of the presentations are also in the repository of the Dublin Business School (venue for the conference, I think), including:
- Kevin Stranack: Open Education, Open Access, and Open Source: Information literacy Instruction through course-based publishing https://esource.dbs.ie/handle/10788/3632 and also https://www.ifla.org/files/assets/library-publishing/publications/midterm-dublin-2019/kevin_stranack_2019.pdf
Numerous presentations (and teh video of the keynote) would be of interest to those concerned with open access, open education and scholarly publishing.
Photo by Sheila Webber: back from the farmers' market, May 2019

Friday, May 31, 2019

Library TeachMeet: Employability and information/digital literacies

There is a free Library TeachMeet: Employability and information/digital literacies to be held at Canterbury Christ Church University, Canterbury, UK, on 16 July 2019. The keynote speaker is David White, Head of Digital Learning, University of the Arts London, talking about Avoiding the skills trap: Reflections on using the UAL Digital Creative Attributes to design teaching and learning. You can participate by: taking 20 minutes to present an idea, research or pilot an activity; giving a 5-10 minute lightning talk to showcase an idea or activity; participating in the world café session where everyone can share their ideas, experiences or reflections on the day. "Do you currently embed employability within your teaching? Are you struggling with how you can incorporate employability themes in your sessions? If the answer is yes to either of the above, this is the TeachMeet for you! As librarians, we develop students’ information and digital literacies. Something that is less explicit in our role is how we enhance student employability. Developing graduate attributes or professional skills are inescapable priorities within education and especially Higher Education. Our TeachMeet offers you the chance to pilot and learn new teaching ideas, share successes and failures, while also meeting colleagues who face the same challenges."
To express interest, email lynsey.blandford@canterbury.ac.uk "with details of what you will share and your preference for a 20 minute or a 5/10 minute talk or activity."
Photo by Sheila Webber: Tulip Tree (Liriodendron tulipifera), Greenwich Park, May 2019

Thursday, May 30, 2019

#can19 livestreaming and slides

The Change Agents' Network conference is taking place at the Open University, with a strong focus on students-staff collaboration. Today the keynotes (Scott Hayden and Liz Marr) are being livestreamed - just go to http://stadium.open.ac.uk/stadia/preview.php?s=1&whichevent=3280&option=both&record=0  The first keynote is at 9.30 UK time.
The programme is here https://www.can2019.co.uk/programme and the Twitterstream here hhttps://twitter.com/hashtag/can19?f=tweets&vertical=default&src=hash
One interesting set of slides from a parallel session yesterday is Enabling student reflection and wellbeing with the ‘Our Journey’ tool https://docs.google.com/presentation/d/1BYKTv5zvsLMXjA6WGjjXmnVZCaPU-EJsNoRMEVgqfZo/edit#slide=id.p

Wednesday, May 29, 2019

5 Things You Should Read About Universal Design for Learning

This year's Five things you should read about ... list (from the ACRL Instruction Section) is 5 Things You Should Read About Universal Design for Learning. It is a simple 2 page annotated list, with 3 books, one article and a website, so a handy reference. The pdf is here: https://acrl.ala.org/IS/wp-content/uploads/5-Things-You-Should-Read-About-Universal-Design-for-Learning.pdf and the page with links to all the lists is here https://acrl.ala.org/IS/instruction-tools-resources-2/pedagogy/five-things-you-should-read-about/
Photo by Sheila webber: Violet roses, May 2019. I'm sure that colour took a lot of designing from the rose growers.

Tuesday, May 28, 2019

Online discussion of article "Drawing on students' funds of knowledge"

ACRL Instruction Section has organised a virtual brown bag session at two alternative times: June 3 2019 at 1pm US Central time (which is 7pm UK time) or June 4 2019 at 11am US Central time (which is 5pm UK time) to discuss:
Folk, A. L. (2018). Drawing on students' funds of knowledge: using identity and lived experience to join the conversation in research assignments. Journal of Information Literacy, 12(2) https://doi.org/10.11645/12.2.2468
"These brown bags are designed as an informal way to share ideas and get to know colleagues around the country—a conversation, rather than a webinar-style presentation. This is a pilot test for the IS Building Virtual Communities Task Force, so if you participate, we’d love to hear your feedback afterward." They seem to be free and open to all, register here:
Monday June 3, 1pm Central Standard Time discussion room sign-up link: https://ala-events.zoom.us/meeting/register/2c15667cacba1c3766858a512be5123a
Tuesday, June 4, 11am Central Standard Time discussion room sign-up link: https://ala-events.zoom.us/webinar/register/31e26af6a3ec50564ac87b605f06faf5
The abstract to the open access article is "Despite programmes and initiatives intended to enable access to higher education for underrepresented students, higher education in the United States suffers from a persistent social class achievement gap. Although research exists about the social and academic factors that contribute to the social class achievement gap, one ubiquitous practice in higher education has been neglected – the research assignment. In this article, I share a subset of findings from a qualitative study that explores first-generation college students’ experiences with research assignments in college. In particular, I present four case studies of participants who relied on their identities and prior knowledge to successfully a complete research assignment. Finally, I introduce the funds of knowledge concept, which honours students’ identities and lived experiences, to provide a conceptual approach for engaging underrepresented and minoritised students through research assignments."
Photo by Sheila Webber: poppies on Blackheath, May 2019

Monday, May 27, 2019

Recent articles: Learning outcomes; ACRL framework; Mexican libraries; Outreach; Facebook use

Volume 45 issue 3 (2019) of the priced Journal of Academic Librarianship includes the following articles:
- Mapping curriculum learning outcomes to ACRL's Framework threshold concepts: A syllabus study by Eleonora Dubicki

- Academic library as learning space and as collection: A learning commons' effects on collections and related resources and services by Deeann Allison, Erica DeFrain, Brianna D. Hitt, David C. Tyler

- Online information literacy instruction in Mexican university libraries: The librarians' point of view by Andrés Fernández-Ramos

- Student perceptions of information literacy skills and curriculum before and after completing a research assignment by Lyda Fontes McCartin, Stephanie Evers, Brianne Markowski

- Analyzing the use of Facebook among university libraries in Hong Kong by Ernest Tak Hei Lam, Cheuk Hang Au, Dickson K.W. Chiu

- Outreach in academic librarianship: A concept analysis and definition by Stephanie A. Diaz

- Faculty perceptions of librarian value: The moderating relationship between librarian contact, course goals, and students' research skills by Savannah L. Kelly

 - Popular research topics in the recent journal publications of library and information science by Guoying Liu, Le Yang

Abstracts at https://www.sciencedirect.com/journal/the-journal-of-academic-librarianship/vol/45/issue/3

Photo by Sheila Webber: bee and poppy, May 2019

Friday, May 24, 2019

Teachmeet: A systematic approach to supporting postgraduate research students

Staffordshire University is hosting a free Library Teachmeet, A systematic approach to supporting postgraduate research students, on 17th July 2019, 1-4pm in Stoke-On-Trent, UK . "This event will be of interest, to library and academic skills support colleagues who have recently started supporting PHD/MPHIL students or acquired this responsibility after having very little experience. We are inviting enthusiastic presenters and audience members to share their experiences, how did you develop your skills in this area? What support have you needed and how did you get this? What challenges have you encountered engaging students and how have you addressed these?" Guest speakers are Cath Dishman (Open Access and Digital Scholarship Librarian) and Katherine Stephan (Academic Liaison Librarian, Liverpool John Moores), and you can participate by proposing a short talk or by being an audience member. More information and registration at https://www.eventbrite.co.uk/e/staffordshire-university-library-teachmeet-a-systematic-approach-to-supporting-postgraduate-tickets-61295932785
Photo by sheila Webber: fair, Sheffield, May 2019

Thursday, May 23, 2019

Information operations: more than fake news

There's a new report just published by Demos (the UK think-tank):
Krasodomski-Jones, A., Smith, J., Jones, E., Judson, E. and Miller, C. (2019). Warring Songs: Information Operations in the Digital Age. Demos. https://demos.co.uk/project/warring-songs-information-operations-in-the-digital-age/
They define information operations as "A non-kinetic, coordinated attempt to inauthentically manipulate an information environment in a systemic/strategic way, using means which are coordinated, covert and inauthentic in order to achieve political or social objectives." (p. 12, which expands on each of these terms, e.g. non-kinetic means "confined to use of information, and not to include the use of kinetic operations such as sabotage or electronic interference.")
They propose a taxonomy of information operations, based on analysis of "39 case studies, across 19 countries", identifying four aims (Affect sympathetic changes in behaviour and perception; Reduce oppositional participation; Reduce quality of communications environment; Reduce quality of available information) and associated strategies and tactics.
They make a point of resisting the idea that it is all about "fake news" "The majority of cases which we reviewed did involve deception in some way, but this was not restricted to content alone - for instance, false information being disseminated is deceptive, but so is the use of false accounts to share content - true or false - online." (p23)
Photo by Sheila Webber: the Dark Side takes over Sheffield, May 2019 (or does it???)

Wednesday, May 22, 2019

Predatory articles cited in non-predatory journals

An interesting study which looks at the extent to which predatory nursing journals are cited in non-predatory nursing journals. I will pull out a passage from the end where it says:
"Information literacy skills education should include not only the importance of reviewing the content of the literature, but also the source. This includes the characteristics and practices of predatory publishers, which may help consumers of nursing research and other types of literature proceed with caution as they consider the content published by these outlets."
They give details of how they identified the 127 predatory journals, and the non-predatory jouranls. Key findings were that "There were 814 citations to articles published in predatory nursing journals." "Predatory journal articles were cited in all types of non predatory nursing journals." and "Nurse authors, reviewers, and editors must be able to identify predatory articles."
- Marilyn H.Oermann et al. (2019). Citations of Articles in Predatory Nursing Journals. Nursing Outlook [early online publication]. https://doi.org/10.1016/j.outlook.2019.05.001
Photo by Sheila Webber: sweet smelling rose, May 2019

Tuesday, May 21, 2019

Survey on academic librarians' teaching anxiety

A survey is being carried out by Kacy Lundstrom, Head of Learning & Engagement, and Britt Fagerheim, Reference & Instruction Librarian at Utah State University, USA. "The purpose of this research is to understand the extent of teaching anxiety among academic librarians and the impact of this anxiety and potential methods to help address or mitigate teaching anxiety. If you currently work in an academic library and have at least some component of teaching in your role, however small, we invite you to take the survey." The information sheet is here http://lists.ala.org/sympa/arc/ili-l/2019-05/msg00061/Teaching_Anxiety-Informed-Consent-Template_2019.pdf They estimate it will take about 15 minutes and the link is here: https://usu.co1.qualtrics.com/jfe/form/SV_6KnaSuImaThhNIN
Photo by Sheila Webber: clone troopers (1), Weston Park, May 2019