Digital Media and Library Instruction

I missed this priced publication last year: Moorefield-Lang, H. (2019). Digital Media and Library Instruction [special issue]. Library Technology Reports, 55(5). It includes: Library-Podcast Intersections by Steve Thomas; Flipped Learning Environments by Lucy Green; Taking Your Library Instruction to YouTube by Heather Moorefield-Lang; A Librarian’s Journey in Blogging by Lucas Maxwell. Go to https://journals.ala.org/index.php/ltr/issue/view/729
Photo by Sheila Webber: the last Xmas wreath - someone had tossed into the branches of the cherry tree, Sheffield, January 2020

Innovating pedagogy 2020 #IP2020report

The Open University, in collaboration with the National Institute for Digital Learning (NIDL), Dublin City University, Ireland, have produced the latest edition of Innovating Pedagogy. This "proposes ten innovations that are already in currency but have not yet had a profound influence on education in their current form." As usual, there are a few pages on each theme, explaining what it is and listing a few resources. The themes are: Artificial intelligence in education; Posthumanist perspectives; Learning through open data; Engaging with data ethics; Social justice pedagogy; Esports; Learning from animations; Multisensory learning; Offline networked learning; Online laboratories.
Go to http://www.open.ac.uk/blogs/innovating/

Lifelong learning and democracy

A podcast (21 minutes) just posted, with Dr Jay Derrick of the Centre for Post-14 Education and Work, UCL, on Lifelong learning and democracy, talking about the need for adult education, and the way in which it has declined in the UK:  "Adults are facing issues of access to lifelong learning opportunities ... Arguing about the importance of informal learning and adult education: the latter has unfortunately has been suffering a decline in support over the past years in the UK, making it more difficult for people to engage with." https://www.ucl.ac.uk/ioe/news/2020/jan/lifelong-learning-and-democracy - it is an episode in the podcast FE News podcast https://soundcloud.com/fenews

Recent articles: Learning outcomes in science course; Information use after graduating; Biology students' strategies and perceptions

Articles in the last 2 issues of the open access journal Issues in Science and Technology Librarianship include:
Gainey, M. et al. (2019) The Evolution of Information Literacy Learning Outcomes in Interdisciplinary Undergraduate Science Courses. Issues in Science and Technology Librarianship, (93). https://doi.org/10.29173/istl21 "We collaborated with faculty at [institution name] to create [ACRL] Framework-inspired information literacy learning objectives for first-year and third-year science undergraduates and are continuously refining the objectives as the curriculum continues to evolve. This article describes our learning objective design and refinement process, challenges encountered, and ideas on how to create opportunities for embedding information literacy into a curriculum. We also share our full activity lesson plans and assessment tool."

Williams, B., Harvey, B., & Kierkus, C. (2019). Health Information Use After Graduation. Issues in Science and Technology Librarianship, (93). https://doi.org/10.29173/istl20 "This study aimed to determine which information resources Grand Valley State University (GVSU) alumni from four health science programs utilize in clinical practice. It also explored alumni opinions of their educational experiences at GVSU in relation to information literacy and library resources. A survey was administered to alumni who had graduated with a degree in athletic training, nursing, physical therapy, or physician assistant studies. We received 451 valid responses (12.8% response rate). The survey focused on specific resources used in the professional workplace, GVSU preparation for information literacy in the workplace, alumni confidence in information literacy skills, and additional preparation that could have been helpful after graduation. Survey responses are reported by discipline and degree earned."

Lantz, C., & Dempsey, P. R. (2019). Information Literacy Strategies Used by Second- and Third-Year Biology Students. Issues in Science and Technology Librarianship, (92). https://doi.org/10.29173/istl13 "Results from focus groups with 23 second- and third-year biology students revealed gradual gains in information literacy (IL) abilities and dispositions needed for them to join the community of scientific practice as laid out in the ACRL Framework for Information Literacy for Higher Education. Students were consumers of information and not yet producers of information. They interacted often with primary research articles but struggled to use research tools effectively; remembered active learning vividly; and relied on video resources, Google, and discussions with peers and instructors to define terms and understand results. "

Jankowski, A., & Sawyer, Y. E. (2019). Biology Student Perceptions of Information Literacy Instruction in the Context of an Essential Skills Workshop Series. Issues in Science and Technology Librarianship, (92). https://doi.org/10.29173/istl10 "The University Libraries at the University of New Mexico reconfigured their established library instruction program for biology as part of a broader grant-funded essential skills workshop series for STEM students. This initiative standardized supplementary instruction through seven in-person and online workshops delivered to students through the Biology Department’s four core undergraduate laboratory courses. Post-workshop feedback data were gathered from students throughout the two-year grant period. The present study analyzes this data set—including 3,797 completed student surveys from both library and non-library workshops over the course of four semesters—with the goal of understanding STEM student perceptions of the value of information literacy skills as compared to the general and disciplinary value of other essential intellectual and practical skills. The findings suggest that undergraduate biology students generally perceive information literacy to be among the most valuable and relevant skills introduced through the workshop series. The results have the potential to inform information literacy instruction practices and collaborative efforts with broader essential skills education programs."
Photo by Sheila Webber: The Mall, London, January 2020

Conference programme for #LILAC20 available

The draft programme for the LILAC (UK information literacy) conference is available. The conference takes place in Manchester. UK, 6-8 April 2020.
I'm looking forward to running a workshop on the Wednesday, with my colleague Dr Pam McKinney and Professor Annemaree Lloyd and Dr Alison Hicks from University College London on Spaces, materiality and information literacy practice: mapping information landscapes as a way to improve user support and Pam is also presenting The information literacy of food and activity tracking in 3 communities: parkrunners, people with type 2 diabetes and people with Irritable Bowel Syndrome (coauthored with Andrew Cox & Laura Sbaffi).
Pam and I will be liveblogging from the conference as usual and the Information School here at Sheffield is one of the sponsors.
Go to https://www.lilacconference.com/lilac-2020/conference-programme and click on draft programme.

Call for moderator for #ACRL Instruction Section Current Issues Virtual Discussion Forum

A moderator is sought for the June 2020 ACRL Instruction Section Current Issues Virtual Discussion Forum. "The 2020 forum will take the form of a panel discussion. One hour will be allotted for the entire forum, with the moderator expected to provide a brief introduction of the topic (10-15 minutes) before facilitating discussion among panelists. They will then welcome larger audience questions and discussion for the final 10-15 minutes of the forum. Once a moderator is selected, members of the Discussion Group Steering Committee will work with them to create a call for panelists." The proposal will be judged on: Clarity of focus; How well the topic lends itself to meaningful discussion; Observed significance of the proposed issue for library workers and learners. The deadline for proposals is 27 February 2020. The application form is at https://docs.google.com/forms/d/e/1FAIpQLSdz9vhZOXdF699JNTSbA7RHiXcoheIPe50Eccfmchx2IShHcw/viewform
Picture taken by Sheila Webber in the 3D VW Second Life, January 2020

Call for papers: How Fake News Impacts and Engages the Library Mission and Services #WLIC2020

There is a call for papers for the open session on How Fake News Impacts and Engages the Library Mission and Services, organised by IFLA's News Media Section, jointly with the Digital Humanities SIG, FAIFE, and CLM. The session will be during the IFLA Conference Dublin, Ireland, 15-22 August 2020. Deadline for proposals is 29 February 2020. "What’s true in an age of fake news and alternative facts? Fake news and alternative facts dog users of news media and media researchers. The pace of this development is rapidly increasing in digital media. With regard to this IFLA Open Programme Session, ‘fake news’ is defined as “news that conveys or incorporates false, fabricated, or deliberately misleading information, or that is characterised as or accused of doing so” (Oxford English Dictionary). ‘Alternative fact’ is defined as “a theory posited as an alternative to another, often more widely accepted, theory” (Collins dictionary)." Full information at https://2020.ifla.org/cfp-calls/news-media-digital-humanities-digital-scholarship-faife-clm/

Online course: Introduction to Design Thinking

This course runs from 3 February 2020 to 1 March 2020, and costs US $175. Introduction to Design Thinking, taught by Carli Spina "will walk participants through the theory behind [design thinking] and offer a chance to gain hands-on experience with each step in the Design Thinking cycle. Participants will learn how libraries have found success through Design Thinking and techniques for bringing Design Thinking to any type of library." "At the end of this course, students will be able to: - Define Design Thinking and understand each of the steps in the process; Understand how Design Thinking has been applied in a range of library settings; Apply the steps of the Design Thinking process; Build prototypes; Ideate and develop ideas, including as part of a group. More info at http://libraryjuiceacademy.com/160-design-thinking.php

Staff Learning and Development #teachmeet

There is a free afternoon Staff Learning and Development teachmeet at West Suffolk College in Bury St Edmunds, UK, on 24 January 2020. This event is organised by the CILIP Academic & Research Libraries Group (Eastern Division). "Come along to listen or participate – informal micro-presentations of 9 minutes are sought. Share your ideas or experience of library staff training and learning and development" Information at https://www.cilip.org.uk/events/EventDetails.aspx?id=1321488&group=
Photo by Sheila Webber: Xmas wreaths of east Sussex, 6, January 2020

Free access to journal Learning and Teaching until Jan 31; Politics students' information literacy

There is free access to the journal Learning and Teaching: The International Journal of Higher Education in the Social Sciences (LATISS) until 31 January 2020. You need to go to https://www.berghahnjournals.com/redeem and then register, and when it asks you for a redemption code you enter Education20 This is apparently in recognition of International Day of Education on January 24. The code does not give you access to any other Berghahn journals

I would highlight in particular: Thornton, S. (2019). A longitudinal comparison of information literacy in students starting Politics degrees. Learning and Teaching, 12(2), 89-111. https://doi.org/10.3167/latiss.2019.120206
"This article presents a longitudinal study of a survey used to expose the information literacy levels of two groups of firstyear Politics/IR students at a British university and, using the logic of ‘most similar design’, make informed inferences about the level of students’ information literacy on coming into tertiary education." Thornton compares results from a 2017 study with results from a very similar study carried out in 2009. He notes at the end "Though not part of the longitudinal comparison, the student responses to the new questions regarding social media and preferred website sources suggest, if anything, the need for information literacy education at university will only increase. They suggest there are more potential pitfalls for those current students trying to navigate a safe path to knowledge (particularly political knowledge) than were faced by earlier cohorts. Furthermore, despite some of the more hyperbolic expectations of the ‘digital natives’ literature (Prensky 2001), it seems – as Paul Kirschner and Pedro De Bruyckere (2017) have argued – there is no reason to suggest those born into a digital world are any more naturally adapt at navigating it than previous generations."
Photo by Sheila Webber: Polling station, May 2018

International Day of Education free conference 24 January #EducationDay

Should you happen to be available on 24 January 2020 and able to go to Paris, there is a free conference at UNESCO HQ to celebrate the International Day of Education. The programme is here. You don't have to register in advance, just turn up with some ID. UNESCO often stream at least part of their events, so they may be livestreaming. The home page for the day is at https://en.unesco.org/commemorations/educationday

Webinar: Creating References Using Seventh Edition APA Style

There is a free one-hour webinar on February 13, 2020 at 1pm US Central Standard Time (which is 7pm UK time) on Creating References Using Seventh Edition APA Style. This is a chance to hear people at APA talk about the new edition. The speakers are: Hayley S. Kamin, Chelsea L. Lee, and Timothy L. McAdoo (Content Development Managers with the APA Style team of the American Psychological Association).  "Join members of the APA Style team as they provide an in-depth look at the simplified reference system by describing the rationale behind it, how to format references using it, and the ways in which references are easier to create because of it. The webinar will then answer one of the most frequently asked Style questions: how to cite a work found online. The APA Style experts will use real-life examples to walk through the process of creating references for a variety of common webpages and websites, including ones with missing or hard-to-locate information, found via a database, and needing electronic source information (DOIs, URLs, and retrieval dates)."
Go here to register https://www.choice360.org/librarianship/webinars/creating-references-using-seventh-edition-apa-style
Photo by Sheila Webber: clematis vitalba, January 2020.

Do you have initiatives/ resources on online safety for UK citizens? Landscape Mapping Exercise - open til Friday 17 January

There is a UK Government survey (also linked below), which is only open until Friday. It aims "to map media literacy initiatives currently underway, which are focused on online safety and minimising harm, and are available for users in the UK". Although it mentions MEDIA literacy, if you have an information literacy initiative that actually serves the same purpose, it would be good to have it included. It DOES ask for a lot of detail about initiatives including funding, takeup and any evaluation.

The way it is written makes it easiest to fill in if you had a limited term project aiming at a specific group (in my view). However, for example, if you are in a public library which does training and support of people needed advice on this, or (say) an NHS, school or university library which has an outreach programme or has created an open-access digital resource that could train or advise people on this topic (video, tutorial etc.), then I think those would qualify.

I didn't follow the questionnaire all the way through, but their list of "what is provided" consists of:
-Training - of teachers, support workers, service providers etc
- Research – on any aspect of media literacy...
- Networking Platforms – conferences, seminars, meetings, online and offline forums, newsletters and databases.
- Campaign – awareness-raising with a desired behaviour change...
- Policy Development – major consultations, published reports and recommendations
- Provision of Funding – for media literacy activities delivered by third parties...
- End-user engagement – grass-roots projects that provide support and information to end-users via face-to-face, phone or online contact.
- Provision of resources – information leaflets, video, audio, lesson plans, curriculum modules, websites etc. (my emphasis)

Also the list of "skills or capabilities" that are aimed for is as follows (overlapping with IL, in my view)
- Media use: Ability to search, find and navigate and use media content and services safely
- Critical thinking 1: Understanding how the media industry works and how media messages are constructed
- Critical thinking 2: Questioning the motivations of content producers in order to make informed choices about content selection and use
- Critical thinking 3: Recognising different types of media content and evaluating content for truthfulness, reliability and value for money
- Critical thinking 4: Recognising and managing online security/safety risks
- Creative skills: creating building and generating media content
- Participation and engagement 1: interaction, engagement and participation in the economic, social and cultural aspects of society through the media
- Participation and engagement 2: promoting democratic participation and fundamental rights
Intercultural dialogue: including challenging radicalisation and hate speech

The press release said "The UK Government committed to developing an online media literacy strategy in the Online Harms White Paper, published in April 2019. As part of this the Department for Digital, Culture, Media & Sport have appointed a consultancy, RSM UK, to undertake a comprehensive mapping exercise to identify what actions are already underway. The consultancy has developed a framework to record and characterise the media literacy initiatives available to UK users and is in the process of populating this framework to help DCMS understand the nature of the initiatives and any gaps in provision.
"If you represent an organisation that provides or funds any media literacy initiatives to users in the UK, it would be very helpful if you could complete this brief survey."

This is the link to the online questionnaire, which asks "some questions about the issues that you are trying to resolve, your target user groups, and delivery methods." https://www.smartsurvey.co.uk/s/MediaLiteracy
Contacts for questions are matt.rooke@rsmuk.com and amy.hau@rsmuk.com.

If you are interested in digital literacy mapping, you may also be interested in the report on Mapping Digital Literacy Policy and Practice in the Canadian Education Landscape (from MediaSmarts) and the 2016 report on media literacy in 28 European Union countries Mapping of media literacy practices and actions in EU-28 (though it is not very comprehensive, at least for the UK).
Photo by Sheila Webber: rainbow, Lewes, January 2020

Recent articles: News literacy; Critical media literacy; Media and youth in the Middle East

Volume 11 issue 3 of the open access journal Journal of Media Literacy Education is the latest to be published. Articles include:
- News literacy and fake news curriculum: School librarians’ perceptions of pedagogical practices by Lesley Farmer
- Hosting and healing: A framework for critical media literacy pedagogy by Dorotea Frank Kersch and Mellinee Lesley
- Professors’ perspectives on truth-seeking and new literacy by Zachary W. Arth, Darrin J. Griffin, and William J. Earnest
- Abolish censorship and adopt critical media literacy: A proactive approach to media and youth in the Middle East by Abeer AlNajjar
Go to https://digitalcommons.uri.edu/jmle/vol11/iss3/
Photo by Sheila Webber: Xmas wreaths of east Sussex, 5, January 2020

2nd Call for proposals: Critical Approaches to Libraries #CALC2020

The second stage of the Call for Papers is open for the Critical Approaches to Libraries (CALC 2020) conference, taking place 13 May 2020, at Coventry University, UK. This is an open call for presentations from any interested presenters, which closes on 9 February 2020. "Our aim in this conference is to provide a space to share and range of ideas and practices in all areas of critical library practice, including (but not limited to) decolonisation, critical information literacy and critical pedagogy, equality, diversity and inclusion library work and services and representation of marginalised groups in society, academia and collections. Similarly we are interested in sharing experiences and practices from all areas (collections, liaison, teaching and learning etc.) and sectors of library work (HE, FE, health, public, school and special libraries and special collections)."
There are multiple options available for submitting abstracts including written and video abstracts.
The call for papers is at http://calc.coventry.domains/participate/call-for-papers/
Abstract submission is at https://docs.google.com/forms/d/e/1FAIpQLScQKm_MTeGA2NucQ4QrVYHbi3Os-hjWync-6ewpf8_yqx2FmA/viewform?usp=sf_link and the Help guide here

Approaches to Teaching Information Literacy in Practice

The half day event Approaches to Teaching Information Literacy in Practice, held in London, UK, has changed date. It will now be run on 6 March 2020, with a session in the morning and a repeat session in the afternoon. It is run by Dr Jane Secker and Sarah Pavey. Price: CILIP members £90 plus VAT, CILIP Employer Partner £115 plus VAT, non-members £140 plus VAT. For more info and registration go to https://www.cilip.org.uk/general/custom.asp?page=TeachingInformationLiteracytraining
Photo by Sheila Webber: Xmas wreaths of east Sussex, 4, January 2020