tag:blogger.com,1999:blog-153288312024-03-19T09:30:34.277+00:00Information Literacy WeblogCurating information literacy stories from around the world since 2005Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.comBlogger5977125tag:blogger.com,1999:blog-15328831.post-25470758363661296352024-03-19T09:30:00.001+00:002024-03-19T09:30:00.133+00:00Recent articles: librarians' teaching beliefs; information needs; students and information literacy<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQeoKmieO3MCEnot33jY42eoJPl9vKVvDUPbjk26cyWsqWMdvFVn1V4AYRGcBzYBkysEFAj00WZWPZDddLLheqK2gDwIwVpwfzGthsmyXXzj84xoaqz5EJ0g0ZTm78hA9Mieo2EEJCrqSXXIFHZk0yvHDBDx9ghJ54hUlWOBIi9P8fSpvCUUm4/s3264/fallen%20bloom.JPG" style="clear: right; display: block; float: right; padding: 1em 0px; text-align: center;"><img alt="Photo by Sheila Webber: fallen bloom, March 2024" border="0" data-original-height="2448" data-original-width="3264" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQeoKmieO3MCEnot33jY42eoJPl9vKVvDUPbjk26cyWsqWMdvFVn1V4AYRGcBzYBkysEFAj00WZWPZDddLLheqK2gDwIwVpwfzGthsmyXXzj84xoaqz5EJ0g0ZTm78hA9Mieo2EEJCrqSXXIFHZk0yvHDBDx9ghJ54hUlWOBIi9P8fSpvCUUm4/s200/fallen%20bloom.JPG" width="200" /></a></div><p> Volume 50 issue 1 (2024) of the <b>Journal of Academic Librarianship</b> (a priced publication) includes the following:<br />- <i>Exploring the connections between teaching librarians' beliefs about teaching and their teaching methods</i> by Ashlynn Kogut "Thirteen teaching librarians from three R1 doctoral universities in Texas were interviewed ... Three themes were identified across institutions and instructional contexts related to teaching methods: engaging students in the teaching interaction, connecting information literacy content to the real world, and creating a supportive atmosphere. Three themes were identified related to teaching beliefs: beliefs in the importance of understanding students' unique learning needs, understanding students' affective dimensions of learning, and respecting the knowledge students bring to the teaching interaction."
Academic instruction librarians' feelings of job control: Quantitative analysis of responses to a job control inventory by Matthew Weirick Johnson
<br />- <i>Tracking information in the field: An assessment of the information needs and services of a field station library</i> by Thomas Gerrish, Scott Martin
<br />- <i>Investigating curriculum integrated information literacy</i> by Simone Bernard " First-year undergraduate students at University of Guyana responded to an online questionnaire and participated in online interviews to share perceptions of their information literacy competencies during the second semester of academic year 2021/2022. SPSS was used to analyze the quantitative data and the qualitative data was coded to identify common themes. The results of the study revealed information literacy courses positively impacted students' perceptions of their information literacy self-efficacy, skills, and attitudes." <br />Go to <a href="https://www.sciencedirect.com/journal/the-journal-of-academic-librarianship/vol/50/issue/1" target="_blank">https://www.sciencedirect.com/journal/the-journal-of-academic-librarianship/vol/50/issue/1<br /></a><i>Photo by Sheila Webber: fallen camellia bloom, March 2024</i></p>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-8334454118064477982024-03-18T14:20:00.003+00:002024-03-19T08:05:29.347+00:00Article: La Alfabetización Informacional en las carreras pedagógicas cubanas<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwdkj062l6DkwVzxCv6b0SvKdnk6c7t1zh7_gHuj5UeN-coU6FUlU0Bjta5foo75JJ-onLks78B3gkCRU-ivMbkeo1ciF27W90mfMfy7TcoNibGS94lMcPB8IwzwIJ2QOkz8jCcn7KUNHAI8aofJ8tTISoduzLAaKzad4xQQEoIZflxLeb6qaO/s3264/daffodils%20spiritualist.JPG" style="clear: right; display: block; float: right; padding: 1em 0px; text-align: center;"><img alt="Photo by Sheila Webber of daffodils in March 2024" border="0" data-original-height="2448" data-original-width="3264" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwdkj062l6DkwVzxCv6b0SvKdnk6c7t1zh7_gHuj5UeN-coU6FUlU0Bjta5foo75JJ-onLks78B3gkCRU-ivMbkeo1ciF27W90mfMfy7TcoNibGS94lMcPB8IwzwIJ2QOkz8jCcn7KUNHAI8aofJ8tTISoduzLAaKzad4xQQEoIZflxLeb6qaO/s200/daffodils%20spiritualist.JPG" width="200" /></a></div><p>
Hernández-Campillo, T.R.,Veranes Gálvez, L. & Arias Hidalgo, A.B. (2023). La Alfabetización Informacional en las carreras pedagógicas cubanas [Information Literacy of Cuban trainee educators]. <i>Información, cultura y sociedad , </i>(49), 9-33. (In Spanish) <a href="https://tinyurl.com/yb2evdcm" target="_blank">https://tinyurl.com/yb2evdcm</a> <br /><i>English abstract:</i> "The study discusses the relevance of information
literacy in higher education, based on Area 1 of the European Framework
of Digital Competences for Citizenship. In this sense, an information
literacy program is proposed for the acquisition of informational
competencies of students of pedagogical careers at the University of
Camagüey." They used mixed methods with students and teachers "The
results of the diagnosis show insufficiencies in the search, evaluation,
and management of digital information. Thus, the program developed
contains a set of actions focused on the treatment of digital
information for teaching activities to improve the information literacy
of the subjects investigated. It is concluded that information literacy
should have an important place in the academic performance of students
and be subject to continuous evaluation." <br /><i>Spanish abstract:</i> "El estudio aborda la pertinencia de la Alfabetización Informacional en la educación superior, a partir de lo explicitado en el Área 1 del Marco Europeo de Competencias Digitales para la Ciudadanía. En ese sentido, se propone un programa de Alfabeti-zación Informacional para la adquisición de competencias informacionales en estu-diantes de carreras pedagógicas de la Universidad de Camagüey. La pesquisa asume el enfoque mixto de la investigación y la observación no participante como método empírico. ... Los resultados del diagnóstico evidencian insuficiencias en la búsqueda, evaluación y gestión de información digital. De esta forma, el programa elaborado contiene un conjunto de acciones enfocadas al tratamiento de la información digital para las actividades docentes con el fin de mejorar la Alfabetización Informacional de los sujetos indagados. Se concluye que la Alfabetización Informacional debe ocupar un espacio importante en el desempeño académico de los discentes y ser sujeta a continua evaluación."<br /><i>Photo by Sheila Webber of daffodils in March 2024</i></p>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-76075209910167462572024-03-17T17:30:00.001+00:002024-03-17T17:30:09.353+00:00Webinar: Inclusive pedagogical practices in library instruction<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjny9wn_rs9xxqt7-PGn9dhqaeHuXweNyL8L2WkHZWwwEuByI_rxaAvby_Crj_wJ4NrWmAu3gHMzalzXBa3AEmIZweelc-CIJCXHQZ3BNzeK4atHB7GB7kdDjOf2cRzZPTTa4auEAVAImov4bj-RP4In1GFe-gc4bjJAxmKbR6qkgMb9hTJaXW7/s4000/spring%20blossom%201.jpg" style="clear: right; display: block; float: right; padding: 1em 0px; text-align: center;"><img alt="Photo by Sheila Webber of spring blossom February 2024" border="0" data-original-height="1800" data-original-width="4000" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjny9wn_rs9xxqt7-PGn9dhqaeHuXweNyL8L2WkHZWwwEuByI_rxaAvby_Crj_wJ4NrWmAu3gHMzalzXBa3AEmIZweelc-CIJCXHQZ3BNzeK4atHB7GB7kdDjOf2cRzZPTTa4auEAVAImov4bj-RP4In1GFe-gc4bjJAxmKbR6qkgMb9hTJaXW7/s320/spring%20blossom%201.jpg" width="320" /></a></div><p> A free ACRL webinar on 27 March 2024 at 11.00 US Pacific time (which will be 18.00 UK time, as the US has sprung forward but the UK hasn't) is <b>Inclusive Pedagogy Spring Webinar: Inclusive pedagogical practices in library instruction</b>
<br />"Topics of inclusive pedagogy have a strong connection to the field of education and are usually centered on instruction issues. These connections have strongly influenced LIS practice especially through libraries' information literacy and instruction roles, and the instruction component of reference services. <a href="https://www.emerald.com/insight/publication/issn/0090-7324/vol/52/iss/1" target="_blank">A recent special issue of <i>Reference Services Review</i></a>, co-edited by Dr. Kawanna M. Bright and Dr. Mónica Colón-Aguirre, focuses on the integration of critical and inclusive pedagogical practices into library instruction and instructional aspects of reference services.
<br />
"In this webinar, Drs. Bright and Colón-Aguirre will provide insights into the articles included in the special issue. In addition, a select panel of authors who contributed to the issue will provide personal perspectives on their work and its importance to the field."<br />Register at <a href="https://ala-events.zoom.us/webinar/register/WN__LIvDA_nRryU0Mo42oCV8w#/registration" target="_blank">https://ala-events.zoom.us/webinar/register/WN__LIvDA_nRryU0Mo42oCV8w#/registration<br /></a><i>Photo by Sheila Webber of spring blossom, February 2024</i></p>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-49466371130631565412024-03-15T10:48:00.005+00:002024-03-15T10:48:52.154+00:00Call for participants: #REDMIL24<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaE4RG1dHYh99mW7JAlEdDch-mpk_JIl51qxLdF1M_GZkj3sjrkEYNmCgwtTmZQo11yvsmYHKMHYVyKrpgpooNdXFx07QQ-WyVWmFxgOfhKH1wqAf7MF49Yqggo5blTGa7nR_CVAEvqgCOdB9fKpQNaPXTOthxBrpaUkx9M1iWS7IQauBf3RtD/s3940/20240218_100554.jpg" style="clear: right; display: block; float: right; padding: 1em 0px; text-align: center;"><img alt="Photo by Sheila Webber of plum blossom February 2024" border="0" data-original-height="1633" data-original-width="3940" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaE4RG1dHYh99mW7JAlEdDch-mpk_JIl51qxLdF1M_GZkj3sjrkEYNmCgwtTmZQo11yvsmYHKMHYVyKrpgpooNdXFx07QQ-WyVWmFxgOfhKH1wqAf7MF49Yqggo5blTGa7nR_CVAEvqgCOdB9fKpQNaPXTOthxBrpaUkx9M1iWS7IQauBf3RtD/s320/20240218_100554.jpg" width="320" /></a></div><p>There is a call for participants (PhD students) for the 2024 (9-12 September 2024) Summer School -<b> Research on Digital, Media and Information Literacy (ReDMIL 2024) </b>which will be held in Louvain-la-Neuve (Belgium) with the theme of <b>From mass media to generative AI: Charting the (dis)continuities in literacies</b>. There is a Euro120 delegate fee. The deadline is 15 May 2024. <br />The summer school "aims at contributing to the convergence between digital, media and information literacy research by bringing together researchers from all three communities, to foster the scientific debate and explore connections between them." <br />The format is that talks from invited experts alternate with sessions in which PhD students present and debate their research. I was an invited expert in a previous REDMIL and it was one of my best ever conference experiences as it gave a lot of opportunity to get to know people and debate in depth. The experts this year are: Gianna Cappello, University of Palermo (Italy); Normand Landry, Université TELUQ (Canada); Julian Sefton-Green, Deakin University (Australia); Leo Van Audenhove, Vrije Universiteit Brussel (Belgium); Emily Vraga, University of Minnesota (USA). <br />As regards the theme, they say "We wish to inject a historical dimension into our examination of research in media / information / digital literacy and devote some of our attention to the changes in media, media practices, audiences and user communities, but also in imaginaries and narratives that embody the hopes and fears we place in media and information technology. <br />"We want to ask what these changes force us to reconsider in research on media / information / digital literacy, how they are accompanied by changes in the way we theorize media, information, technology and literacies, the way we conceive our research methods, our epistemologies, and our axiological positions. In reflecting on these developments, we are more attentive to continuities than to chiasms and so-called paradigm shifts."
<br />The website is at <a href="https://sites.uclouvain.be/redmil/" target="_blank">https://sites.uclouvain.be/redmil/</a> and the full call for applications (a lot more detail!) at <a href="https://sites.uclouvain.be/redmil/call2024/" target="_blank">https://sites.uclouvain.be/redmil/call2024/</a>
<i></i></p><p><i>PS. In searching for REDMIL I discovered that some expert talks from REDMIL2018, including mine, are on youtube at <a href="https://www.youtube.com/@groupederechercheenmediati3820">https://www.youtube.com/@groupederechercheenmediati3820</a><br />Photo by Sheila Webber of plum blossom, February 2024</i></p>
Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-41456498781612789942024-03-14T08:33:00.002+00:002024-03-14T08:33:31.692+00:00Data Literacy & Information Literacy<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCp7yH3By2NZwo31UtqgJCH-hCuRUnbc5ZjVMd_a1cgayy3WAaSlZDYW-LbE3qpQ2o1t6xaRRb56BewHKv9uS1w4RbBwZEGhte9DKsIupcdz51iP3yI5_UKRXfK-uKHQ91LQZVrEv0imRwdsjNFn7tpCGktv41P8KXOINftyZ64eH4skX-h7_R/s1024/sheilayoshikawa_a_japanese_windchime_furin_with_sakura_pattern__eaa2988d-a6bd-47f1-a177-d5d4b105f599.png" style="clear: right; display: block; float: right; padding: 1em 0px; text-align: center;"><img alt="Image by Sheila Webber with Midjourney AI a japanese windchime, glass bell furin, with sakura pattern, hanging in a forest, restful, blossoms on the breeze --v 6.0" border="0" data-original-height="1024" data-original-width="1024" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCp7yH3By2NZwo31UtqgJCH-hCuRUnbc5ZjVMd_a1cgayy3WAaSlZDYW-LbE3qpQ2o1t6xaRRb56BewHKv9uS1w4RbBwZEGhte9DKsIupcdz51iP3yI5_UKRXfK-uKHQ91LQZVrEv0imRwdsjNFn7tpCGktv41P8KXOINftyZ64eH4skX-h7_R/s200/sheilayoshikawa_a_japanese_windchime_furin_with_sakura_pattern__eaa2988d-a6bd-47f1-a177-d5d4b105f599.png" width="200" /></a></div><p>Pinto, María; Caballero-Mariscal, David; García-Marco, Francisco-Javier; Gómez-Camarero, Carmen (2023). A
strategic approach to information literacy: data literacy. A systematic review.<i> Profesional de la información, 32</i>(6), article e320609.
<a href="https://doi.org/10.3145/epi.2023.nov.09" target="_blank">https://doi.org/10.3145/epi.2023.nov.09</a> Spanish language version
<a href="https://revista.profesionaldelainformacion.com/index.php/EPI/article/view/87425" target="_blank">https://revista.profesionaldelainformacion.com/index.php/EPI/article/view/87425</a> <br />"For this purpose, a systematic
review was carried out of the papers in the main collection of the Web of Science that contain both concepts (DL and
Infolit) and that were indexed up until March 2023. External aspects, such as the growth of the research and the identity,
nationality, professional scope, and productivity of the authors, were taken into account. In addition, internal aspects,
such as context (theory, frameworks, definitions, models, and related disciplines), objectives, methodology, results, conclusions, and recommendations, were analyzed to obtain a detailed perspective of the scientific research process adopted. A synchronic and diachronic analysis of the corpus of selected articles is offered, focusing on the aforementioned
aspects" </p>
<p>Ebijuwa, A.S. (2023). Integrating Data Literacy into Information Literacy Programmes: Any Difference? <i>International Journal of Library and Information Science Studies, 9</i>(6), 33-45.<a href="https://hcommons.org/deposits/item/hc:62597/" target="_blank">https://hcommons.org/deposits/item/hc:62597/</a> <br />"... the question as to whether data literacy should replace information literacy has not been properly articulated in recent times in Africa even though it is acknowledged that the resultant effect of this data literacy is expected to precipitate the advent of the data revolution and the rise of digital technologies which are needed in today’s information age. The question of the degree of the nature of the integration of data literacy into information literacy programs and how it could be taught synergistically and push data literacy strategically for the fourth industrial revolution is a major fulcrum of this study."<br /><i>Image by Sheila Webber with Midjourney AI a japanese windchime, glass bell furin, with sakura pattern, hanging in a forest, restful, blossoms on the breeze --v 6.0</i></p>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-87102667212220544722024-03-12T09:54:00.000+00:002024-03-12T09:54:14.464+00:00AI for Infolit in HE; Generative AI in teaching business IL<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjYUExklT_bjF9eQcmiC0LpSmTuZRbMQcv8cIdwvcFam_C4R_kYRLbBHM4t4htj4l7gDAx_sLptH-27ryr3WhyphenhyphenmcpR7BqNcadncu3PLME5hZZp2tiD_ykbSosOX7mIJE-2HtZByM8FG_hfm_yahTqYLOa9760QHrhn-8Wcys2IQrxGsun_3r5h/s1024/sheilayoshikawa_a_japanese_windchime_furin_with_sakura_pattern__6f611201-eb1c-48ac-b1ee-087825d385d2.png" style="clear: right; display: block; float: right; padding: 1em 0px; text-align: center;"><img alt="Image of a glass bell suspended in a forest with cherry blossom petals" border="0" data-original-height="1024" data-original-width="1024" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjYUExklT_bjF9eQcmiC0LpSmTuZRbMQcv8cIdwvcFam_C4R_kYRLbBHM4t4htj4l7gDAx_sLptH-27ryr3WhyphenhyphenmcpR7BqNcadncu3PLME5hZZp2tiD_ykbSosOX7mIJE-2HtZByM8FG_hfm_yahTqYLOa9760QHrhn-8Wcys2IQrxGsun_3r5h/s200/sheilayoshikawa_a_japanese_windchime_furin_with_sakura_pattern__6f611201-eb1c-48ac-b1ee-087825d385d2.png" width="200" /></a></div><p>Firstly, a useful padlet of 10 resources on<b> Information Literacy in Higher Education in the age of AI</b> by<b> Daihua Chen </b>at Robert Gordon University (for those who want to use AI in teaching IL): <a href="https://padlet.com/34811368/annotated-bibliography-diswm0hnmlhx9tot" target="_blank">https://padlet.com/34811368/annotated-bibliography-diswm0hnmlhx9tot</a> </p><p>Secondly, an article reflecting on generative AI use in a business class:<br />- Jonathan M. Torres (2024) Leveraging ChatGPT and bard for academic librarians and information professionals: a case study of developing pedagogical strategies using generative AI models,<i> Journal of Business & Finance Librarianship</i>. (early online publication). <a href="https://doi.org/10.1080/08963568.2024.2321729" target="_blank">https://doi.org/10.1080/08963568.2024.2321729</a> "This study focuses on improving pedagogical strategies by integrating artificial intelligence (AI) chatbots and library databases. Examples from ChatGPT and Bard were used to demonstrate the quality of information. A cross-examination using a research validation template was conducted; it revealed that no artificial hallucinations were produced. However, the information provided by both AI chatbots was slightly outdated based on organizational changes and did not provide an in-depth analysis of the company."<br /><i>Image created by Sheila Webber using Midjourney AI</i></p>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-5287462679957658132024-03-11T09:42:00.000+00:002024-03-11T09:42:21.998+00:00Registration open for #WILU2024<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJve9J9kaOfXYAnrioVZYkg_807GEySnSCt0QFQe9aSLFKmlmvGXnUllaE8Fn1FC9sdD3Nt1Ot8hJlfPm08wU6gO3xgdUrMXPiUqDtH1Z8mClzc5u6lGUza-lcOESpDm6e_9-Q3Bsr-PjbiiAz8QhbsOuV6h8k9tIPzcHPP0qyYc15RbSrX6Ir/s1080/1080x360%20wilu.jpg" style="clear: right; display: block; float: right; padding: 1em 0px; text-align: center;"><img alt="" border="0" data-original-height="360" data-original-width="1080" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJve9J9kaOfXYAnrioVZYkg_807GEySnSCt0QFQe9aSLFKmlmvGXnUllaE8Fn1FC9sdD3Nt1Ot8hJlfPm08wU6gO3xgdUrMXPiUqDtH1Z8mClzc5u6lGUza-lcOESpDm6e_9-Q3Bsr-PjbiiAz8QhbsOuV6h8k9tIPzcHPP0qyYc15RbSrX6Ir/s200/1080x360%20wilu.jpg" width="200" /></a></div><p>Registration is open for the 2024<b> Workshop for Instruction in Library Use (WILU)</b>, to be held in Richmond (Metro Vancouver), BC, Canada, 15-17 May 2024. The Conference Theme is<i> Embracing Change</i> and the <a href="https://wordpress.kpu.ca/wilu2024/schedule/" target="_blank">programme is available</a>. <br />I'm happy to be chairing a panel there, <b>Information as a discipline enabling change</b>, with Karen Kaufmann, Syeda Hina Batool, Clarence Maybee and Bill Johnston. <br />Costs: Regular Attendee: $335 + tax (earlybird to 2 April), $385 + tax; Speaker $285 + tax (earlybird to 2 April), $335 + tax; Student $180 + tax. Go to <a href="https://wordpress.kpu.ca/wilu2024/" target="_blank">https://wordpress.kpu.ca/wilu2024</a>/</p>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-18239884065348103212024-03-08T17:00:00.004+00:002024-03-08T20:20:19.585+00:00New articles: Curriculum mapping; Research sprints<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYXM9Nz4vswAsVZtrv7ipDnNSa71Vdl-W718xs-P_jyvby9wXca2U0_hfFyvdp0c4y8Ol1hk-547JSQCH-1oLoDgcoBcawuTnu3iNYasaq92VDSw3zkAhr4IHG5AajYchMYpokaksK7KZI6LpJ_Pys-Tpg8dqo0zdcz1XN4-FacpICZ4CPu05m/s3264/daffodils%20around%20base.JPG" style="clear: right; display: block; float: right; padding: 1em 0px; text-align: center;"><img alt="Photo by Sheila Webber of daffodils in February 2024" border="0" data-original-height="2448" data-original-width="3264" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYXM9Nz4vswAsVZtrv7ipDnNSa71Vdl-W718xs-P_jyvby9wXca2U0_hfFyvdp0c4y8Ol1hk-547JSQCH-1oLoDgcoBcawuTnu3iNYasaq92VDSw3zkAhr4IHG5AajYchMYpokaksK7KZI6LpJ_Pys-Tpg8dqo0zdcz1XN4-FacpICZ4CPu05m/s200/daffodils%20around%20base.JPG" width="200" /></a></div>The March 2024 issue of open access journal <b>College & Research Libraries </b>(vol. 85 issue 2)
includes:<br />- <i>When There’s No Information Literacy Requirement: Curriculum Mapping
to Drive Engagement </i>by Monica V. Locker and Jennifer L.A. Whelan. <br />- '<i>A Supernova that Sparks in Every Direction’: A Long-Term Assessment of the Research Sprints Faculty Engagement Program</i> by Jenny McBurney, Sarah Jane Brown, Mariya Gyendina, Shanda Hunt, Rebecca
Orozco, Michael Peper, Greta Valentine, Benjamin Wiggins, and Karna
Younger. <br />Go to <a href="https://crl.acrl.org/index.php/crl/issue/view/1653/showToc" target="_blank">https://crl.acrl.org/index.php/crl/issue/view/1653/showToc</a><i><br />Photo by Sheila Webber daffodils February 2024</i>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-57092763271764981712024-03-07T09:00:00.001+00:002024-03-07T09:00:00.132+00:00Creating Knowledge XI: Registration opens<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjui8ytYhBmShiBOiaUwaYWlEtXl_eq2X3OrAPP1FLO4eDoVw_t-DqmF4RCXO2AOXmvc8kfVFxptr_QaKuul_7cXPbd4yfN507IlK3wuPI_Iec8UKJ4scf7ul9835UXPk-3rbsrbwwWTkvI90yJ5_bTXNXeTwasXToTmwcGRfzg6lz3PMgScOZy/s3264/squirrel%20tree.JPG" style="clear: right; display: block; float: right; padding: 1em 0px; text-align: center;"><img alt="Photo by Sheila Webber of a squirrel under a tree in February 2024" border="0" data-original-height="3264" data-original-width="2448" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjui8ytYhBmShiBOiaUwaYWlEtXl_eq2X3OrAPP1FLO4eDoVw_t-DqmF4RCXO2AOXmvc8kfVFxptr_QaKuul_7cXPbd4yfN507IlK3wuPI_Iec8UKJ4scf7ul9835UXPk-3rbsrbwwWTkvI90yJ5_bTXNXeTwasXToTmwcGRfzg6lz3PMgScOZy/s200/squirrel%20tree.JPG" /></a></div>Registration has opened for the 11th <b>Creating Knowledge</b> conference, being held in Helsinki, Finland, 6-7 June 2024. The theme is: <b>Think before you click: Responsibility in the digital information landscape</b>.
Keynotes are:
<br />- <i>The tide, not the waves: AI education for novice learners</i> by Matti Tedre and Henriikka Vartiainen, University of Eastern, Finland
<br />- <i>Shifting the Paradigm: Addressing Manipulative Behaviour Instead of Problematic Content </i>by Siim Kumpas, European External Action Service, EU
<br />- <i>Human Brains in the Digital Information Landscape - Neuroscience of Learning and Attention</i> by Minna Huotilainen, University of Helsinki, Finland
<br />Go to <a href="https://www.helsinki.fi/en/conferences/creating-knowledge-2024" target="_blank">https://www.helsinki.fi/en/conferences/creating-knowledge-2024</a>
Registration for the conference will open on 28 February 2024.
Early-bird registration fee (to 2 April) is 350 EUR and then it's 410 EUR.<i> <br />Photo by Sheila Webber: squirrel and tree, February 2024</i>
Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-43938199703287591102024-03-06T09:30:00.001+00:002024-03-06T09:30:00.131+00:00Music students and information literacy<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKrx-lgpQjWUB1v3dHPFVaq-J8RPgr-v2XoKKwpi8nvyQ0cujD9KKR2tFj9fBkMAiMBMbb8F9UaDJP62dqjc6joWwsywol9DCWBfKIEJWvALVvPzbwdwBpiSBlw29EPoY9Jk6veA-sjPSMiz7nsuIT7RzZNlsfWLJaNrGQ50bQo_4dsFOmLjqI/s1024/sheilayoshikawa_musical_notation_notes_flying_in_the_air_green__f461c188-530f-4f3f-b459-e851be94f74e.png" style="clear: right; display: block; float: right; padding: 1em 0px; text-align: center;"><img alt="Image by Sheila Webber using Midjourney AI, prompt is musical notation, notes flying in the air, green forest, spring flowers --v 6.0" border="0" data-original-height="1024" data-original-width="1024" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKrx-lgpQjWUB1v3dHPFVaq-J8RPgr-v2XoKKwpi8nvyQ0cujD9KKR2tFj9fBkMAiMBMbb8F9UaDJP62dqjc6joWwsywol9DCWBfKIEJWvALVvPzbwdwBpiSBlw29EPoY9Jk6veA-sjPSMiz7nsuIT7RzZNlsfWLJaNrGQ50bQo_4dsFOmLjqI/s200/sheilayoshikawa_musical_notation_notes_flying_in_the_air_green__f461c188-530f-4f3f-b459-e851be94f74e.png" width="200" /></a></div><p>An article which talks about applying the <i>ACRL Framework for information literacy</i> to the music curriculum, with some detailed examples and lesson plans:
<br />Roush, K. (2023). Applications of Information Literacy to Teaching Independent Music Analysis. <i>Journal of Music Theory Pedagogy, 37</i>, 124-156. (this is the link to the whole issue) <a href="https://digitalcollections.lipscomb.edu/cgi/viewcontent.cgi?article=1439&context=jmtp" target="_blank">https://digitalcollections.lipscomb.edu/cgi/viewcontent.cgi?article=1439&context=jmtp<br /></a><i>Image by Sheila Webber using Midjourney AI, prompt is: musical notation, notes flying in the air, green forest, spring flowers --v 6.0 </i></p>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-25564337648256984932024-03-05T09:30:00.001+00:002024-03-05T09:30:00.131+00:00Citizen Engagement in Evidence-informed Policy-making<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-3Uv5A0cvj2mX1l9lAl30azXu9cpGb_f-XsHR_1QnAHPqsMko8Z7Pym7CMX8EtXG4hxmd-y0XUeICMopqM1VgzXhwM7gCkegkaL27YiRoSHX9HZ2DmutZXftRy2hOP9RWNoolXiX28GGpjHnzXXDrWowgp2_n5NnULeFkzdm-0jVeUV0S-1L4/s1456/sheilayoshikawa_people_in_a_circle_holding_hands_semi-abstract__92e65b73-76f1-431b-b2ce-20f35b8302ac.png" style="clear: right; display: block; float: right; padding: 1em 0px; text-align: center;"><img alt="Image by Sheila Webber using Midjourney AI, prompt people in a circle, holding hands, semi-abstract, line drawing, pastel colour wash, tranquil --v 6.0 --ar 16:9" border="0" data-original-height="816" data-original-width="1456" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-3Uv5A0cvj2mX1l9lAl30azXu9cpGb_f-XsHR_1QnAHPqsMko8Z7Pym7CMX8EtXG4hxmd-y0XUeICMopqM1VgzXhwM7gCkegkaL27YiRoSHX9HZ2DmutZXftRy2hOP9RWNoolXiX28GGpjHnzXXDrWowgp2_n5NnULeFkzdm-0jVeUV0S-1L4/s200/sheilayoshikawa_people_in_a_circle_holding_hands_semi-abstract__92e65b73-76f1-431b-b2ce-20f35b8302ac.png" width="200" /></a></div>The <i>World Health Organization </i>just published a guide to involving citizens in decision making. The focus is decision making about health policy, but the guidelines would be useful for other policy areas as well:<br />World Health Organization. (2024). <b>Citizen engagement in evidence-informed policy-making: a guide to mini-publics</b>. <a href="https://iris.who.int/bitstream/handle/10665/376107/9789240081413-eng.pdf" target="_blank">https://iris.who.int/bitstream/handle/10665/376107/9789240081413-eng.pdf</a>
<br />"Mini-publics are a type of forum that include a cross-section of the population, selected
through the civic lottery method, to participate in evidence-informed deliberation to
inform policy and action. The term refers to a diverse family of democratic innovations,
including citizens’ juries, planning cells, citizens’ assemblies, citizens’ panels, consensus
conferences, citizens’ councils, and citizens’ committees."
<br />They also reminded us of their earlier document:
<br />World Health Organization. (2024). <b>Implementing citizen engagement within evidence-informed policy-making: an overview of purpose
and methods</b>. <a href="https://iris.who.int/bitstream/handle/10665/364361/9789240061521-eng.pdf?sequence=1" target="_blank">https://iris.who.int/bitstream/handle/10665/364361/9789240061521-eng.pdf?sequence=1</a><i><br />Image by Sheila Webber using Midjourney AI, prompt people in a circle, holding hands, semi-abstract, line drawing, pastel colour wash, tranquil --v 6.0 --ar 16:9</i>
Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-26071086199163390612024-03-04T09:00:00.001+00:002024-03-04T09:00:00.134+00:00Georgia International Conference on Information Literacy<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7K_0cfQL59qHHmIPhOo8HIbIFStSKG8LP4wpVPNe0xE6t4t_BAEPb5-1P4MGWTC5EfBwsTuimOu2vVDlzOkRvGhCgenqmUdFjngoMwEfkFBqjFd20IS0Ng_Ce0-pFWS6QfjFFpFS3WJ3s-vHKQ6VpWx8AqQ9JOGh1gnigj252QN_BvQOPW6DR/s980/georgia.png" style="display: block; padding: 1em 0; text-align: center; clear: right; float: right;"><img alt="logo of Georgia International Conference on Information Literacy" border="0" width="200" data-original-height="149" data-original-width="980" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7K_0cfQL59qHHmIPhOo8HIbIFStSKG8LP4wpVPNe0xE6t4t_BAEPb5-1P4MGWTC5EfBwsTuimOu2vVDlzOkRvGhCgenqmUdFjngoMwEfkFBqjFd20IS0Ng_Ce0-pFWS6QfjFFpFS3WJ3s-vHKQ6VpWx8AqQ9JOGh1gnigj252QN_BvQOPW6DR/s200/georgia.png"/></a></div><p>The call for papers for the <b>Georgia [USA] International Conference on Information Literacy</b> has been extended to 8 March 2024. The conference is online, and will be held 19-20 April 2024 with the conference theme: <b> Information Literacy in the Age of AI.</b> <br />“We invite proposals that speak to the theme of information literacy in the age of AI, including, but not limited to, teaching critical information literacy, ethical considerations in using AI in research and teaching, the role of AI in misinformation and disinformation, AI technologies for research, assessing student work, librarian-educator partnerships, challenges and possibilities for diversity and inclusion in the age of AI, and the importance of human librarians and instructors in information literacy.”
<br />Go to <a href="https://digitalcommons.georgiasouthern.edu/gaintlit/" target="_blank">https://digitalcommons.georgiasouthern.edu/gaintlit/</a>
</p>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-33761927115527902022024-03-01T09:30:00.003+00:002024-03-14T09:30:37.938+00:00Webinar/ discussion: The Query Search Method<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhuk0M2e9vyCzpz3RO8OttXnCkxTw4G8cKgFYVcsnnnKE37mAV1iRiBSv59KeWrm5c3RmKZdDGrmwrvY1HWCVEvKQd5R-74_ktMFawWIjhsZGj0q13MUssBdpyIMvJZurp5CzkxCxFNDltJ8K4P9kepdG3kG3AMlz-6O-b401ThvSDVtR1rp0aW/s3264/botanic%20shadows.JPG" style="clear: right; display: block; float: right; padding: 1em 0px; text-align: center;"><img alt="Photo by Sheila Webber of shadows and sun in the Botanic Gardens in February 2024" border="0" data-original-height="2448" data-original-width="3264" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhuk0M2e9vyCzpz3RO8OttXnCkxTw4G8cKgFYVcsnnnKE37mAV1iRiBSv59KeWrm5c3RmKZdDGrmwrvY1HWCVEvKQd5R-74_ktMFawWIjhsZGj0q13MUssBdpyIMvJZurp5CzkxCxFNDltJ8K4P9kepdG3kG3AMlz-6O-b401ThvSDVtR1rp0aW/s200/botanic%20shadows.JPG" width="200" /></a></div><p>The next (free) <b>LIS Pedagogy chat </b>is <b>The Query Search Method: Teaching Database Searching for Contemporary Reference Services </b>on 8 March 2024 at 14.00 US Eastern time (which is, for example, 19.00 UK time).
"Vanessa Irvin (East Carolina University, USA) and Sarah Nakashima (University of Hawai‘i at Mānoa, USA) will share their innovative approach to synthesizing database search techniques with reference services. The Query Search Method (QSM) brings criticality, literacy studies, and reflective inquiry into reference services that are now primarily technology-driven for a holistic, sociocultural consideration of the interaction between librarians and patrons and the questions they both ask in library settings."
<br />Registration at <a href="https://www.lispedagogychat.org/schedule-registration" target="_blank">https://www.lispedagogychat.org/schedule-registration</a><i><br />Photo by Sheila Webber: shadows and sun in the Botanic Gardens, February 2024</i></p>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-84265881717443384662024-02-29T09:00:00.001+00:002024-02-29T09:00:00.158+00:00Call for proposals: Digital Pedagogy Institute<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-zErGl_lOewRRB4CeLuSWj8Y2AZqnMt-4ltPJ-WvWvfqs3Miag458Gvk_w7aZ12juflGvcgp9rczmeY2D76ac28iU5Dyny4h9ZFcSPUNzTCC9BxrL2mJnI_Tg4_a8IJ4WKd3XR-koot5FK8vqjCKxeZ7hRkjVVJvIpONKHRrWgT7HCxcR7z_w/s3264/crocus%20group.JPG" style="clear: right; display: block; float: right; padding: 1em 0px; text-align: center;"><img alt="Photo by Sheila Webber of crocus in February 2024" border="0" data-original-height="3264" data-original-width="2448" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-zErGl_lOewRRB4CeLuSWj8Y2AZqnMt-4ltPJ-WvWvfqs3Miag458Gvk_w7aZ12juflGvcgp9rczmeY2D76ac28iU5Dyny4h9ZFcSPUNzTCC9BxrL2mJnI_Tg4_a8IJ4WKd3XR-koot5FK8vqjCKxeZ7hRkjVVJvIpONKHRrWgT7HCxcR7z_w/s200/crocus%20group.JPG" /></a></div><p>There is a call for proposals for the <b>2024 Digital Pedagogy Institute (DPI) </b>which takes place online on 13-15 August 2024. It is co-sponsored by the University of Toronto Scarborough Library, Brock University, Toronto Metropolitan University, and University of Waterloo, Canada. The deadline for proposals is 19 April 2024. <br />Streams include:
<br />A. Critical Ideologies and Digital Pedagogy.
<br />B. Digital (de)colonialism.
<br />C. Inclusivity, Accessibility, and Digital Pedagogy.
<br />D. Sustainability, Renewability, and Environmental Costs in the digital sphere.
<br />E. Digital Pedagogy and the Post-Truth society.
<br />
F. Digital Pedagogy and Emerging Technologies.
<br />Formats are presentations and tool demos/workshops
<br />More details and proposal submission at
<a href="https://forms.gle/hZBjF7hrcj3FYRQB7" target="_blank">https://forms.gle/hZBjF7hrcj3FYRQB7<br /></a><i>Photo by Sheila Webber: crocus, February 2024</i></p>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-46872908049103896502024-02-27T16:57:00.004+00:002024-02-27T16:57:33.233+00:00Age positive image library moves #nomorewrinklyhands<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMUSR2aAZ3A2mdi-EMyeJmqd3aILKhgLBzauxF4P0IW0wjBfkKAxavboMWQRTfSPvFw-7EB2rVMsGS0KN2rESSs93CwLpVopftP1TK5n1Tt78T2PCrSgvDFkbLcXtAI5IppVFJig3aUFC6la7AP5ofJtkngOo5vuvuRmTtIUlNTbPG8YXyew_j/s7665/older%20person%20using%20an%20ipad.jpg" style="clear: right; display: block; float: right; padding: 1em 0px; text-align: center;"><img alt="OLder person using an ipad - Image published under CC0 1.0 Universal via Centre for Ageing Better" border="0" data-original-height="5113" data-original-width="7665" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMUSR2aAZ3A2mdi-EMyeJmqd3aILKhgLBzauxF4P0IW0wjBfkKAxavboMWQRTfSPvFw-7EB2rVMsGS0KN2rESSs93CwLpVopftP1TK5n1Tt78T2PCrSgvDFkbLcXtAI5IppVFJig3aUFC6la7AP5ofJtkngOo5vuvuRmTtIUlNTbPG8YXyew_j/s200/older%20person%20using%20an%20ipad.jpg" width="200" /></a></div><p>The <b>Centre for Ageing Better's</b> age positive image library has moved to <a href="https://www.agewithoutlimits.org/image-library" target="_blank">https://www.agewithoutlimits.org/image-library</a> This is a "free-to-use collection of over 3,000 photos of older people. The photos seek to show a positive and realistic depiction of later life, and to challenge negative stereotypes that we sadly too often see."
I particularly like the age-friendly icons collection, and I urge people this resource to use it if they want a photo representing older people. <i>Image published under CC0 1.0 Universal (CC0 1.0) via Centre for Ageing Better
</i></p>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-83497860046626401892024-02-26T09:00:00.001+00:002024-02-26T09:00:00.134+00:00MIL Hackathon winners<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXJVtOnOHVDA8pWdgoUN3brNCyEXyCZyg65gOiCPj_Mb4v8qxmKR7hsfNU-fUicZH3StkKMqYqcXPui39aXaYGMt0M_j6B0reFs-_vgW2V7v8Rw5DrLT9C6XtPHWUhttZ8GSMROYHxq_4rqHuYd9DAYJeLBWzXPeyUqU6oRGezZzdHTxoBFsz0/s3264/tree%20shadows.JPG" style="clear: right; display: block; float: right; padding: 1em 0px; text-align: center;"><img alt="Photo by Sheila Webber of trees in the botanic gardens February 2024" border="0" data-original-height="2448" data-original-width="3264" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXJVtOnOHVDA8pWdgoUN3brNCyEXyCZyg65gOiCPj_Mb4v8qxmKR7hsfNU-fUicZH3StkKMqYqcXPui39aXaYGMt0M_j6B0reFs-_vgW2V7v8Rw5DrLT9C6XtPHWUhttZ8GSMROYHxq_4rqHuYd9DAYJeLBWzXPeyUqU6oRGezZzdHTxoBFsz0/s200/tree%20shadows.JPG" width="200" /></a></div><p>An article on the UNESCO website reports on the results of a <b>Media and Information Literacy hackathon</b> that took place in Indonesia in December 2023. It was part of a project <a href="https://unesdoc.unesco.org/ark:/48223/pf0000386777" target="_blank">Social Media 4 Peace </a>and the hackathon was co-sponsored by UNESCO and the Nakara Foundation. <br />"49 people representing 5 media and 5 university teams from Bandung, Indramayu, Jakarta, Manado, Malang, Solo, and Sukabumi were selected to be the ten finalists competing in two categories of the hackathon – one for media and one for university students." <br />The media category was won by <i>Tagih Janji</i> (Bail the Promises) by ZonaUtara.com, North Sulawesi. Tagih Janji doesn't appear to be still available (there is a link in the UNESCO article but it is dead). However there is a display of screenshots from entrants I found at <a href="https://nakara.odoo.com/hackathon-display" target="_blank">https://nakara.odoo.com/hackathon-display</a><br />The winner of the student category was a chrome extension, <i>AI Hoax Buster</i>, created by a team from the Islamic University of Raden Rahmat (UNIRA), Malang. <br />More details at <a href="https://www.unesco.org/en/articles/unesco-welcomes-winners-media-and-information-literacy-hackathon-indonesia-pathway-peaceful-polls" target="_blank">https://www.unesco.org/en/articles/unesco-welcomes-winners-media-and-information-literacy-hackathon-indonesia-pathway-peaceful-polls<br /></a><i>Photo by Sheila Webber: trees in the botanic gardens, February 2024</i></p>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-26892221541445522952024-02-25T10:00:00.002+00:002024-02-25T10:00:00.146+00:00Webinar: Asynchronous Learning and Scalar<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSFWeaeiG_AebveZdESE3GF_NWJ-iRsb1Vb_7PKbudAPh0e_sYd3PKEkguI-vy6E1a3iP0bALhL5o7b3C7YVcrZeDDDHZOFYGaUs8xLHWRDRlJxweEUQCbZ50FWFcESETt7y9XPMuyd2Pay-4uolJi36yb6bG9HouTmSGN7v1arCSOsS1JpmgZ/s3264/branches%20botanics%20feb%2024.JPG" style="clear: right; display: block; float: right; padding: 1em 0px; text-align: center;"><img alt="Photo by Sheila Webber of tree Branches against the sky in February 2024" border="0" data-original-height="2448" data-original-width="3264" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSFWeaeiG_AebveZdESE3GF_NWJ-iRsb1Vb_7PKbudAPh0e_sYd3PKEkguI-vy6E1a3iP0bALhL5o7b3C7YVcrZeDDDHZOFYGaUs8xLHWRDRlJxweEUQCbZ50FWFcESETt7y9XPMuyd2Pay-4uolJi36yb6bG9HouTmSGN7v1arCSOsS1JpmgZ/s200/branches%20botanics%20feb%2024.JPG" width="200" /></a></div><p>The next free <a href="https://lili.libguides.com/lili" target="_blank">LiLi</a> webinar is on 6 March 2024 at 10.00 US Pacific time: <b>Asynchronous Learning and Scalar: A Beginner’s Experience with Creating Learning Modules </b>led by<i> Charmaine Henriques </i>(International Studies Librarian at Herman B Wells Library, Indiana University, USA)
<br />"The Covid-19 pandemic shined a light on digital education. Librarians used commonly known software and applications like Microsoft PowerPoint, Google Docs, and Canvas for online instruction. While it was logical to utilize these resources, there are other lesser-known user friendly options that could help librarians (especially those who are newer to asynchronous learning) with creating learning objects. One such possibility would be Scalar, a multimedia digital publishing platform. This presentation will give an overview of how a librarian with limited online education experience used Scalar to produce a leaning module for an upper-level undergraduate seminar."
The session will be recorded. <br />Register at <a href="https://northampton-edu.zoom.us/meeting/register/tJ0qc--oqD8pH9ZrPTOJtObSlO0S8tHyQgpz#/registration" target="_blank">https://northampton-edu.zoom.us/meeting/register/tJ0qc--oqD8pH9ZrPTOJtObSlO0S8tHyQgpz#/registration<br /></a><i>Photo by Sheila Webber: Branches not yet spring, February 2024</i></p>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-31824555897121024232024-02-24T16:23:00.000+00:002024-02-24T16:23:10.127+00:00New report on Generative AI and Disinformation<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-bo9wbUu0AyFn67KN_XEHOlju8LTr7v3s6Nit1xdHatlu6dmslLGR5PVdhWiDdHMGxOOY8lUS_PyTLB2U_y-8Jrjo-Tp2s5EI583WpnOa9Z_3LB8kltLsH6kIF-LvkycvC22VTpWAeyK9YuGN4mFMSEMDs-m_i4_WN6qKQcrI_kNRlbyCwuX9/s3264/christmas%20roses.JPG" style="clear: right; display: block; float: right; padding: 1em 0px; text-align: center;"><img alt="Photo by Sheila Webber - I think these are hellebores in February 2024" border="0" data-original-height="3264" data-original-width="2448" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-bo9wbUu0AyFn67KN_XEHOlju8LTr7v3s6Nit1xdHatlu6dmslLGR5PVdhWiDdHMGxOOY8lUS_PyTLB2U_y-8Jrjo-Tp2s5EI583WpnOa9Z_3LB8kltLsH6kIF-LvkycvC22VTpWAeyK9YuGN4mFMSEMDs-m_i4_WN6qKQcrI_kNRlbyCwuX9/s200/christmas%20roses.JPG" /></a></div><p>"Researchers from several EU-funded projects on AI and disinformation that are carried out in dialogue with<a href="https://edmo.eu/" target="_blank"> EDMO</a> have joined forces and just published a new white paper. Its goal is to deepen understanding of the disinformation-generation capabilities of state-of-the-art AI, as well as the use of AI in the development of new disinformation detection technologies, along with the associated ethical and legal challenges. The authors conclude by revisiting the challenges and opportunities brought by generative AI in the context of disinformation production, spread, detection, and debunking." <br />Bontcheva, E. (ed.). (2024). <b>Generative AI and Disinformation: Recent Advances, Challenges, and Opportunities.</b>
<a href="https://edmo.eu/wp-content/uploads/2024/02/Generative-AI-and-Disinformation_-White-Paper-v8.pdf" target="_blank">https://edmo.eu/wp-content/uploads/2024/02/Generative-AI-and-Disinformation_-White-Paper-v8.pdf</a><i><br />Photo by Sheila Webber - I think these are hellebores, February 2024</i></p>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-52334839330004993352024-02-23T09:30:00.001+00:002024-02-23T09:30:00.138+00:00Webinar: Tik Tok Infolit<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEim6OifskTL3YEFzca8cVcwnSBbNHtj18X2bebCvXKJcxAlRGKwaer-ni0l0x7ZNsUlso2j4nGnh2YAqBYYdJ7Swrv2rp7Wo4_fdyTXVhYuU5s7hH3KT0bOKKdU6BLarrQpPlV5pS6qKV1mbpGvqWhTniYcg5tpWqlJehrHLrJAQJP8Np7GlP9R/s604/sheilayoshikawa_iphone_screen_tiktok_video_fluffy_cat_kawaii_a827b718-da0d-454a-b602-952c1c1a664a.webp" style="clear: right; display: block; float: right; padding: 1em 0px; text-align: center;"><img alt="Image by Sheila Webber using Midjourney AI, prompt iphone screen, tiktok video, fluffy cat, kawaii --ar 9:16 --v 6.0" border="0" data-original-height="604" data-original-width="338" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEim6OifskTL3YEFzca8cVcwnSBbNHtj18X2bebCvXKJcxAlRGKwaer-ni0l0x7ZNsUlso2j4nGnh2YAqBYYdJ7Swrv2rp7Wo4_fdyTXVhYuU5s7hH3KT0bOKKdU6BLarrQpPlV5pS6qKV1mbpGvqWhTniYcg5tpWqlJehrHLrJAQJP8Np7GlP9R/s200/sheilayoshikawa_iphone_screen_tiktok_video_fluffy_cat_kawaii_a827b718-da0d-454a-b602-952c1c1a664a.webp" /></a></div><p><i>RUSA</i> has organised a free webinar on 28 February 2024 at 18.00 UK time (13.00 EST) <b>Tik Tok Infolit</b>. "Many are turning to TikTok, YouTube Shorts, and other short-form video platforms as their main sources of information. What implications does this shift have for information literacy instruction, content curation, research guides, and the other traditional ways that libraries mediate and promote access to information? <br />"Join us for an online conversation where we all can share ideas about how we can respond to this seismic shift in information seeking behavior, and perhaps if we should respond at all? Attendees will leave with actionable insights and a more proactive course for approaching the complexities of information literacy in the digital age."<br />Register at <a href="https://ala-events.zoom.us/meeting/register/tJYpdeyopjkiE92QPsf84UwKhjqB8TBNKQr5#/registration" target="_blank">https://ala-events.zoom.us/meeting/register/tJYpdeyopjkiE92QPsf84UwKhjqB8TBNKQr5#/registration</a><br /><i>Image by Sheila Webber using Midjourney AI, prompt iphone screen, tiktok video, fluffy cat, kawaii --ar 9:16 --v 6.0 </i></p>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-13818123633850995582024-02-22T18:21:00.001+00:002024-02-22T18:22:37.664+00:00Webinar: Working together for Information Integrity<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9x-ZEUnGaGRL8wk-ynftX_d-w2penp7qjrQh5sHDfDMNkIkU2Q2e-VuaH5yI2ZSbunRPzox_OC4n7eQzb0YETL6urbImNaMCx2nenmAu1Ngys31F8UMaUmTqx6lbLQX81JjA98LDg3WHsnmuIw_WXjNnES-0FGQsv5xVMeXuz2bP-pvl6nm71/s1078/sheilayoshikawa_serene_landscape_green_palette_hyper_real_grass_a27ff186-9f01-4499-b7d5-02052291262a.webp" style="clear: right; display: block; float: right; padding: 1em 0px; text-align: center;"><img alt="Image by Sheila Webber using Midjourney AI, promt serene landscape, green palette, hyper real, grass trees spring flowers, the words information integrity in bold font" border="0" data-original-height="604" data-original-width="1078" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9x-ZEUnGaGRL8wk-ynftX_d-w2penp7qjrQh5sHDfDMNkIkU2Q2e-VuaH5yI2ZSbunRPzox_OC4n7eQzb0YETL6urbImNaMCx2nenmAu1Ngys31F8UMaUmTqx6lbLQX81JjA98LDg3WHsnmuIw_WXjNnES-0FGQsv5xVMeXuz2bP-pvl6nm71/s200/sheilayoshikawa_serene_landscape_green_palette_hyper_real_grass_a27ff186-9f01-4499-b7d5-02052291262a.webp" width="200" /></a></div><p>An <i>IFLA</i> event on 7 March 2024 at 14.00 UTC (the same as GMT/UK time) is <b>Working together for Information Integrity: the Role of Libraries in Europe</b>. Speakers are <i>Divina Frau-Meigs</i> @divinameigs (Media Sociologist, Sorbonne University, France); <i>Paul Kilkenny</i> (Assistant Principal, Digital Policy Analyst, Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media, Ireland); <i>Sherri Aldis</i>, Director, UN Regional Information Centre, Brussels, Belgium) and <i>Ertugrul Cimen</i> (Chair, IFLA Europe Regional Division Committee, Turkey)<br />"We are at a time of growing awareness of both the opportunities that advances in knowledge bring, and the threats of inaccurate or harmful speech. In this context, the UN Secretary General, already in 2021, highlighted the importance of information integrity as a key determinant of success in wider policy efforts. This work is advancing rapidly towards publishing a UN Code of Conduct on Information Integrity in the coming months, which will address mis- and disinformation, hate speech, and protecting ourselves and our communities from harmful content. <br />"Libraries meanwhile have long focused on how to ensure that users have the possibility to access high-quality information, and the skills to appreciate and use it. This experience and expertise, as well as their reach across societies, makes them powerful potential partners in advancing this agenda." <br />It addresses the questions: What does information integrity mean? What are the key issues and questions behind the upcoming UN Code of Conduct on the topic? How are libraries impacted by mis- and disinformation? What can we learn from each other to counter this? How can libraries realise their potential to contribute, at all levels, to building a healthy information environment?
<br />Register here: <a href="https://www.ifla.org/events/working-together-for-information-integrity-the-role-of-libraries-in-europe/" target="_blank">https://www.ifla.org/events/working-together-for-information-integrity-the-role-of-libraries-in-europe/</a><i><br />Image by Sheila Webber using Midjourney AI, promt serene landscape, green palette, hyper real, grass trees spring flowers, the words "information integrity" in bold font </i></p>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-89317069194599544942024-02-21T09:30:00.001+00:002024-02-21T09:30:00.127+00:00Recent articles: Serendipity; Information quality; Libraries in computer games; Informal carers; Capital and information practice; Fake news<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgX1nsVWFPy2hVbncb_lAdgp2tGBjl5GhgVaz6C4pUi26wjw1NLTt3i8LzcrExVvPVAhlwBk8Vw5Y4gGebTZ6kHlTAxI_aCe5-7hgamoHYez0H7He8VSSpGFPFj-1z7u_-aLnykkpC_3e1rcY6tDUk3mAld9-afL7U0h8irTwXIjkh_F4bpcQBG/s3264/snow%20plant%20feb%2024.JPG" style="clear: right; display: block; float: right; padding: 1em 0px; text-align: center;"><img alt="Photo by Sheila Webber: Snow, February 2024" border="0" data-original-height="2448" data-original-width="3264" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgX1nsVWFPy2hVbncb_lAdgp2tGBjl5GhgVaz6C4pUi26wjw1NLTt3i8LzcrExVvPVAhlwBk8Vw5Y4gGebTZ6kHlTAxI_aCe5-7hgamoHYez0H7He8VSSpGFPFj-1z7u_-aLnykkpC_3e1rcY6tDUk3mAld9-afL7U0h8irTwXIjkh_F4bpcQBG/s200/snow%20plant%20feb%2024.JPG" width="200" /></a></div><p>The latest complete issue of the priced <b>Journal of Documentation </b>(Volume 80 Issue 1, 2024) includes:<br />- <i>Does serendipity matter in knowledge management? Organizational sharing and use of encountered information</i> by Sanda Erdelez, Yuan-Ho Huang, Naresh Kumar Agarwal
<br />- <i>Parsing through paradigms: uncertainty and decision-making in human information behavior</i> by Juliana Mestre
<br />- <i>Capital as the outcome of information practices: a study of devotees and monks of a Theravada Buddhist Temple</i> by Hilary Yerbury, Michael Olsson, Pethigamage Perera
<br />- <i>Addressing the information needs of informal carers in Malawi: a healthcare intervention based on co-creation </i>by Efpraxia D. Zamani, Laura Sbaffi, Khumbo Kalua
<br />- <i>Fake news as systematically distorted communication: an LIS intervention</i> by John Buschman
<br />-<i>Exploring perceived online information quality: a mixed-method approach</i> by Boryung Ju, J. Brenton Stewart
<br />- <i>A systematic review of information source preference research</i> by Huan Zhong, Zhengbiao Han <br /><i>- Depiction of library use in video games: a content analysis</i> by Emerson Taylor, Chern Li Liew<br />Go to <a href="https://www.emerald.com/insight/publication/issn/0022-0418/vol/80/iss/1" target="_blank">https://www.emerald.com/insight/publication/issn/0022-0418/vol/80/iss/1</a> <i><br />Photo by Sheila Webber: Snow, February 2024</i></p>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-31268636821118143342024-02-20T08:59:00.003+00:002024-02-20T08:59:51.525+00:00Y-skills publications <div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitx-GYQUsZGLrMO5x_3IfYiCDMIUycHDO9Mx5-zkcLFCdvDHrYNvSSu_IfwbQJgtFfd9V9_F1W7S6KQ4VLsa0MtC52aB8WzkG2zjJrOi8ZmBmbSKeQqS_Phf065Ga-wrdwPT3H6SUcwHvHEJYQqfxZS_6ecuJpg5e-KO06-SlToTonqmxuE83l/s1534/logo%20yskills.png" style="clear: right; display: block; float: right; padding: 1em 0px; text-align: center;"><img alt="ykills logo" border="0" data-original-height="784" data-original-width="1534" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitx-GYQUsZGLrMO5x_3IfYiCDMIUycHDO9Mx5-zkcLFCdvDHrYNvSSu_IfwbQJgtFfd9V9_F1W7S6KQ4VLsa0MtC52aB8WzkG2zjJrOi8ZmBmbSKeQqS_Phf065Ga-wrdwPT3H6SUcwHvHEJYQqfxZS_6ecuJpg5e-KO06-SlToTonqmxuE83l/s200/logo%20yskills.png" width="200" /></a></div><p>"The EC-funded research network <a href="https://yskills.eu/" target="_blank">ySKILLS</a> aimed to identify the actors and factors that undermine or promote the wellbeing of children aged 12–17 in a digital age". There is a list of publications here: <a href="https://yskills.eu/publications/" target="_blank">https://yskills.eu/publications/</a><br />The summary report outlining recommendations and principles concerning digital skills and literacy and children's rights is:
<br />
Livingstone, S., Stoilova, M., & Rahali, M. (2023).<i> Realising children’s rights in the digital age: The role of digital skills</i>. ySKILLS. <a href="https://zenodo.org/records/10201528" target="_blank">https://zenodo.org/records/10201528</a></p>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-38271949034013693722024-02-19T09:30:00.002+00:002024-02-19T10:28:43.706+00:00Webinar: Information Literacy and Artificial Intelligence<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuPa0K7ogUmhido56tkZEgZXx-JdBVXUxE6-MjHYiA3tGF3FjTPAc-n1meJH3HBwsQpWNlXw5xJXU4hZMfHhDR7yr9V1ojAwkyFnAh2OPIi9py5alS7nIkARZQlQekBhBjz6g5OWx63BHeJnE4niQkixwfSKcqoXg-1uauGk6yHWAHnzaX2HS-/s940/https%20__cdn.evbuc.com_images_696334389_54796356136_1_original.jpg" style="clear: right; display: block; float: right; padding: 1em 0px; text-align: center;"><img alt="" border="0" data-original-height="470" data-original-width="940" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuPa0K7ogUmhido56tkZEgZXx-JdBVXUxE6-MjHYiA3tGF3FjTPAc-n1meJH3HBwsQpWNlXw5xJXU4hZMfHhDR7yr9V1ojAwkyFnAh2OPIi9py5alS7nIkARZQlQekBhBjz6g5OWx63BHeJnE4niQkixwfSKcqoXg-1uauGk6yHWAHnzaX2HS-/s200/https%20__cdn.evbuc.com_images_696334389_54796356136_1_original.jpg" width="200" /></a></div><p>The <i>CILIP Information Literacy Group</i> has organised a webinar on <b>Information Literacy and Artificial Intelligence (AI) </b>on 20 March 2024 at 13.00-14.30 GMT (UK time). "This event is aimed at information literacy practitioners and library staff keen on acquiring knowledge and insight into the issues and implications of new AI technologies on IL." The cost is £3 to ILG members, £5 to thers. Speakers are: <br /><b>Sarah Pavey</b> (independent education consultant who worked as a school librarian for over 20 years): <i>Generative AI in the School Environment.</i><br /><b>Anne-Lise Harding</b> (Strategic Training Lead at the House of Commons): <i>Using AI in a parliamentary context.</i><br />
<b>Josh Rodda</b> (Learning Development Librarian at the University of Nottingham): <i>The relationship between AI and traditional ideas of authorship.</i><br />
<b>Rosie Jones</b> (Director of Student and Library Services and interim
Director of Student Learning and Academic Registry at Teesside
University): <i>(1) Exploring the boundaries for libraries, is this another
crossroads where we are deciding whether to lead or contribute, are we
even part of the conversation? (2) Does AI increase the digital divide?</i><br />The session will finish with a discussion moderated by <b>Dr Jane Secker</b> (Associate Professor in Educational Development at City, University of London).<br />More details and registration at <a href="https://www.eventbrite.co.uk/e/information-literacy-and-ai-roundtable-tickets-826960600417" target="_blank">https://www.eventbrite.co.uk/e/information-literacy-and-ai-roundtable-tickets-826960600417</a><br /></p>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-18152944114714322352024-02-18T22:47:00.000+00:002024-02-18T22:47:48.142+00:00Survey on Open Educational Resources on Algorithmic Literacy <div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi00Z6-DXZS1WW9VimcE7X08FkoDaUDz5csXMo_3VITYidMnJQZZa0r8CZ3BbJBoIIdKY-hCEqMFYraAwd6G53Qzlt36oniM9_mQASE8Kfowo95IrO3T6Zmu7ZgJZGk6hlO7pPNSM-F1_i6uQlVxdRNrWkcXeS6T0Vvs0_IBFS2ipm7-8yJLLB8/s876/sheilayoshikawa_woman_administering_questionnaire_survey_office_ca3146aa-5287-4be5-9202-9553f55be4a6.webp" style="clear: right; display: block; float: right; padding: 1em 0px; text-align: center;"><img alt="Image by Sheila Webber using Midjourney AI using prompt woman administering questionnaire survey, office setting, line drawing, pastel wash - it has 2 women sitting opposite each other with pen and paper" border="0" data-original-height="876" data-original-width="876" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi00Z6-DXZS1WW9VimcE7X08FkoDaUDz5csXMo_3VITYidMnJQZZa0r8CZ3BbJBoIIdKY-hCEqMFYraAwd6G53Qzlt36oniM9_mQASE8Kfowo95IrO3T6Zmu7ZgJZGk6hlO7pPNSM-F1_i6uQlVxdRNrWkcXeS6T0Vvs0_IBFS2ipm7-8yJLLB8/s200/sheilayoshikawa_woman_administering_questionnaire_survey_office_ca3146aa-5287-4be5-9202-9553f55be4a6.webp" width="200" /></a></div><p>Library and information professionals are being asked to complete a survey partly funded by the US <i>Institute of Museum and Library Services </i>on <b>Open Educational Resources on Algorithmic Literacy</b> (grant number RE-254893-OLS-2).
"The survey will ask about your questions, interests, and experiences supporting algorithmic literacy. We define algorithmic literacy as awareness and understanding of the role algorithms and computation processing plays in information access and literacy, in your library.
The purpose of this research study is to explore how academic and public libraries understand and approach algorithmic literacy and possible community-driven strategies for building upon their current approaches. This study will also produce a report detailing these findings and open educational resources (OER) addressing the expressed needs and interests of participants." The survey is at <a href="https://cornell.ca1.qualtrics.com/jfe/form/SV_ba9BraCaTSFEp2C" target="_blank">https://cornell.ca1.qualtrics.com/jfe/form/SV_ba9BraCaTSFEp2C</a> and there is an information sheet at
<a href="https://docs.google.com/document/d/1AHCAa_24TUCfFlb1HP5LiHvzh8eQDdUcqzzt425WKWQ/edit" target="_blank">https://docs.google.com/document/d/1AHCAa_24TUCfFlb1HP5LiHvzh8eQDdUcqzzt425WKWQ/edit<br /></a><i>Image by Sheila Webber using Midjourney AI using prompt woman administering questionnaire survey, office setting, line drawing, pastel wash</i></p>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-86736758235965085292024-02-16T16:41:00.004+00:002024-02-16T16:41:31.478+00:00Keeping up with primary source literacy<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3HLqv1HSr9HFnu5oIH-mXVAgPagMWDpC1q5N_T3Q_Ngx7vuVxHzHit-K-PTA8ayNn-wxB_D1elf1pcHKZiMCmKiHYXqOFmqCWlrTNc4A6ig6I9qzmq4Vxiu8XBXbrv5UbilLhCiLz2UvPERRrSNg5xPQycy_-u4RLaZ6KqDRF7zE0Qes-aon4/s3264/camellia.JPG" style="clear: right; display: block; float: right; padding: 1em 0px; text-align: center;"><img alt="Photo by Sheila Webber of a deep pink camellia in Fubruary 2024" border="0" data-original-height="2448" data-original-width="3264" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3HLqv1HSr9HFnu5oIH-mXVAgPagMWDpC1q5N_T3Q_Ngx7vuVxHzHit-K-PTA8ayNn-wxB_D1elf1pcHKZiMCmKiHYXqOFmqCWlrTNc4A6ig6I9qzmq4Vxiu8XBXbrv5UbilLhCiLz2UvPERRrSNg5xPQycy_-u4RLaZ6KqDRF7zE0Qes-aon4/s200/camellia.JPG" width="200" /></a></div>Latest in ACRL's <i>keeping up with ...</i> series is <b>Keeping up with primary source literacy</b>. As usual it has summaries, definitions and links to further reading (including about teaching). Go to <a href="https://www.ala.org/acrl/publications/keeping_up_with/primary_source_literacy" target="_blank">https://www.ala.org/acrl/publications/keeping_up_with/primary_source_literacy</a><br /><i>Photo by Sheila Webber; camellia, Fubruary 2024</i>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0