Monday, July 04, 2022

Reports on international Media and Information Literacy events

Firstly, there was a webinar held a few days ago by UNESCO, at the Transforming Education pre-Summit 2022. There were speakers from different parts of the world, talking about the importance of Media and Information Literacy, Online/Open Educational Resources and the ICT Competency Framework for Teachers. They refer to the UNESCO hub collecting open educational resources for teachers. The report on the event is here: 

Secondly, there was an event in March 2022 in Dubai (rather confusingly called Dubai Expo 2020 - perhaps it was supposed originally to take place in 2020)  which promoted the vale of Media and Information Literacy, and the report on that is here

Sunday, July 03, 2022

Recent articles: ACRL Framework; Nursing students; doctoral journeys

The latest issue of Reference Services Review (priced journal) vol. 50 issue 2 includes
- Is the ACRL Framework a teaching tool? Undergraduates’ interpretations of its language and concepts by Jennifer Jarson, Rachel Hamelers. "In this case study, the authors analyzed 25 undergraduates’ reflections on their information literacy learning guided by recommendations for thematic analysis of qualitative data from Braun and Clarke (2006) and Castleberry and Nolen (2018). ... The authors’ analysis of students’ reflections offers insight into how these students interpreted the Framework’s language and related it to their own experience. By noting language that seemed to resonate in this instance, the authors suggest ways in which educators could effectively use the Framework’s language with undergraduates."
- Information literacy: assessment of undergraduate and graduate nursing students by Rabia S. Allari, Khaldoun Hamdan, Maha Alkaid Albqoor, Abeer Shaheen. "Cross sectional-correlational design was utilized. Data were collected using an electronic self-administered questionnaire from graduate and undergraduate nursing students in Jordan. ... Information competency of nursing students was positively correlated with students' age. Significant differences were found in information competency according to the academic level, addressing scientific research and research in databases in the course of the study, frequency of meeting the supervisor to discuss the research and university sector."
- Graduate student intellectual journeys: a functional method to identify library service gaps by Elizabeth Kline
Go to

Photo by Sheila Webber: Red berries at Farmers Market, June 2022

Friday, July 01, 2022

Online courses: Zines; Digital Learning Objects; Informal Learning.

Some forthcoming courses from Library Juice Academy
- Zines for Critical Reflection and Pedagogy
- July 4 - August 14 2022. Cost US $300.00. Tutors: : Dawn Stahura and Des Alaniz. "During the six-weeks we will learn what zines through the lenses of critical pedagogy and social justice. Students will not only read zines each week but make a finished zine for their final project. We will delve into case studies, ethics and considerations, how to start a zine collection at your institution, and how to incorporate zines into your teaching, whether it is an entire course or a one-shot." More info at
- Creating Digital Learning Objects for Libraries
- August 1 - August 28 2022. Cost US $200.00. Tutor: John Stawarz. "Interactive tutorials helping students locate peer-reviewed journal articles, a short video introducing patrons to interlibrary loan services, podcasts covering copyright basics for faculty—these are all examples of digital learning objects (DLOs) that libraries have created to support members of their communities. Developing asynchronous online resources such as these has become increasingly essential as library services, resources, and patrons shift online. In this four-week course, students will examine DLOs, apply instructional design basics to propose and design a DLO that could be deployed at their library, investigate technologies used to create DLOs, and explore assessment, marketing, and accessibility as related to DLOs." More info at
- Informal Learning in the Academic Library - August 1 - August 28 2022. Cost US $200.00. Tutors: Lauren Hays and Teresa Slobuski. "Attendees of this course will be introduced to the concept of informal learning in the academic library. The instructors will discuss specific examples of how informal learning can be supported including through gameplay, makerspaces, space design, furniture selection, and technology." More info at
Photo by Sheila Webber: lettuces, Farmers Market, June 2022

Thursday, June 30, 2022

Presentations from #LILAC22

Recordings and presentations from the LILAC 2022 conference (held in April) are available at
There are the pre-recorded videos of keynotes:
- Susan Connor, Ray Smith (he/they), Imogen Webb (she/her), Rachel Wilding (she/her) (Manchester Metropolitan University’s iSchool) - Student Panel
- Marilyn Clarke (Director of Library Services at Goldsmiths, University of London) - Decolonisation as a means to creating an equitable future
- Emily Drabinski (Critical Pedagogy Librarian at the Graduate Center, City University of New York) - Structure and Power: Information Literacy for Liberation 

There are links to presentation slides, as follows:
- Augustine, K. & Hollcraft, J. Implementing the question formulation technique in a first-year composition course throughout the pandemic
- Bagger, A., Ramsgaard, L. & Tang, H. Educational design patterns: going beyond the classic information literacy concept
- Belantara, A. & Drabinski, E. Sharing information literacy concepts through sound: sounding the radical catalog
- Beveridge, L. Dyslexia creativity and information seeking: how can academic librarians acknowledge neurodiversity in their information literacy practice?
- Bickley, R. Information literacy as activism: standing up to the academic e-book industry
- Brittle, K. & Newbigging, C. Are you a teaching librarian? How two ‘imposters’ grew a library help centre
- Brookbank, E. Serving and supporting students as whole people
- Cannon, P. Exploring how university lecturers construct their knowledge of information and digital literacy and what that means for teaching in universities moving forward
- Connell, B. Designing information literacy materials using student voice - building self directed blended learning programme for lifelong learning students Institute of Technology Carlow
- Dawes, L. & Anaya, T. Is hybrid here to stay? Developing flexible instruction that support community inquiry and active learning
- Dunlop, S. The future of feedback: evaluation of information and digital literacy teaching in higher education
- Flood, J. & Coxhead, B. Critical sustainability research workshop: an example from UAL Libraries' Sustainability Toolkit
- Goldstein, S., Secker, J. & Harding, A-L. MILA Framework workshop
- Hamlett, A. Laying the foundation how faculty led IL instruction improves students success
- Harding, A-L. Introducing information literacy at the House of Commons
- Haworth, A., Grant, V., McIndoe, S., Sadler, R. & Taylor, D. Moving forward as one University: the impact of reshaping information and digital literacy to integrate with refreshed graduate attributes
- Howard, H. & Phillips, M. Transitioning from academia to the workplace: information literacy experiences of business students
- Inskip, C., Hicks, A., Lloyd, A., Mckinney, P. & Walton, G. Leveraging information literacy: mapping the conceptual influence and appropriation of information literacy in other disciplinary landscapes
- Jenkins, R., Love-Rodgers, C. & Dozier, M. Librarian consultations - supporting student researchers in the hybrid world
- Kaufmann, K. Factors that impact the relevance of information literacy to college students: the kaleidoscope effect
- King, M. Inclusive teaching practices to improve the learning experience for neurodivergent learners: practical strategies from the perspective of a neurodivergent librarian
- Lapham, J. The value of librarian -led information literacy lessons for higher education students in the further education college environment
- Lincoln, H. & Chiu, T. Perceptions of the ‘find it out yourself method’: developing self efficacy and students as tourists in academic communities of practice
- Long, J. & Hicks, J. Maker literacy: connecting IL within the maker movement
- Love-Rodgers, C. & McDonald, S. L. Catapulted by COVID: hitting new information literacy targets at the University of Edinburgh
- Maniates, R. Revisiting the one-minute paper: personal reflections student engagement and assessing the assessment
- Maybee, C. & Kaufmann, K. Information literacy: elements of a maturing discipline - McAndrew, E. Wikipedia student activism and the Ivory Tower
- Mckinney, P. & Webber, S. Using theories of change to evaluate information literacy initiatives - this presentation isn't linked on this site, but you can find it here ;-)
- Minta, L., Gregory, N. & Thompson, E. Breaking out of the library bubble: information literacy and curriculum alignment
- Morrison, C., Secker, J., Wakaruk, A. & Gareau-Brennan, C. COVID and the copyright literacy community of practice
- Naughton, J. & Robertson, S. Turning a challenge into an opportunity: health literacy training for NHS knowledge and library staff
- Newnham, P. Information literacy and the transition to university education. Reflections and initial findings from Lancaster University Institute of Curriculum Enhancement (ICE) fellowship research project
- Nierenberg, E. & Dahl, T. I. The development of students as information literate individuals: results from an 86% complete PhD in information literacy
- Panes, M. & Mellifluo, L. Community building in complex settings: exploration based on Swiss multi-library initiatives for gamifiers
- Pavey, S. Looking for information literacy in the English National Curriculum and exam syllabi
- Pavey, S. What if no-one had information literacy skills?
- Penton, S. Using educational technology to convey complex Information Literacy topics: animating OSCOLA referencing and copyright
- Peppard, C., Parkhill, S. & Chalkley, A. Self service or checkout confusion?
- Phillps, K. & Joel Burkholder, J. A wolf in sheep’s clothing: genre confusion and Fake News
- Preest, K. & Sewell, C. Increasing inclusivity: developing a HEA accredited teaching course for librarians
- Randall, S., Naylor, N. & Wills, D. Trusted information in unprecedented times: reflecting on two years of learning from the PIF TICK trust mark for health information
- Secker, J., Tilley, E., Mizrachi, D. & Grim, G. Students academic reading and information literacy in a time of COVID
- Soderman, J. The power of collaging in unlocking research topics
- Thomson, K. Teaching how to structure literature reviews via 1990s movies
- Thorpe, C. & Paterson, F. Supersize my session. Reflections on redesigning a small scale workshop for a large scale setting in-person and online
- Trowell, C. & Meehan, L. Reuse recycle repurpose - moving from a plagiarism guide to a sustainable good academic practice toolkit
- Usova, T. Teaching data visualization as a one-credit course - Walsh, A. Changing signature pedagogies for information literacy
- Walton, G. Tailoring information literacy instruction using the information discernment diagnostic questionnaire
- Walton, G. Mainstreaming information literacy: analysing Educational Preventing Violent Extremism programmes (EPVEs)
- Wegener, D. Information literacy in Asia: the case at the Singapore Institute of Technology
- Westbury, M. & Hicks, A. JIL: Getting your writing groove back
- Whitworth, A. Information in isolation: the arrival of high speed internet in a very remote country
- Williams, J., Hicks, A., Baer, A., Hollister, C. & Westbury, M. Prioritising Inclusion and Equity in Information Literacy Scholarship: A Panel Conversation with the Editors of CIL and JIL
- Woodcock, J., O'Hara Mia & Pothecary, J. Developing a systematic review search strategy through online and peer active review

Photo by Sheila Webber:lilac, 2022.

Wednesday, June 29, 2022

New articles: The disinformation society: The impact of fake news on the public sphere

The latest issue of open access journal Comunicar, (issue 72) has the theme: The disinformation society: The impact of fake news on the public sphere. It is available in English and Spanish (the link below to the whole issue is to the English version, but the individual links are mostly to the Spanish; click on the flags at the top to go to a different language)
- Creators and spectators facing online information disorder. Effects of digital content production on information skills by Gabriela Taddeo | Belinda de-Frutos-Torres | María-Cruz Alvarado
- Unraveling disinformation: Notions and discourses from the Spanish population by Lidia Valera-Ordaz | Marina Requena-i-Mora | Dafne Calvo | Guillermo López-García
- Russian disinformation in Eastern Europe. Vaccination media frames in by Andreea-Alina Mogoș | Teodora-Elena Grapă | Teodora-Felicia Șandru
- Rhetoric of parliamentary disinformation on Twitter by Eva Campos-Domínguez | Marc Esteve-Del-Valle | Cristina Renedo-Farpón
- Quality recognition as a prescriber against disinformation by Dolors Palau-Sampio | Adolfo Carratalá | Raquel Tarullo | Paz Crisóstomo
- The life of COVID-19 mask memes: A diachronic study of the pandemic memescape by Marta Dynel
- Virtual reality with distractors to overcome public speaking anxiety in university students by Emma Rodero | Olatz Larrea
- Political hate speech of the far right on Twitter in Latin America by Enrique Díez-Gutiérrez | María Verdeja | José Sarrión-Andaluz | Luis Buendía | Julián Macías-Tovar - Smartphones in Higher Education. A longitudinal qualitative study by Irina Salcines-Talledo | Natalia González-Fernández | Laura Díaz-Herrera | Manuel Area-Moreira
- Interdisciplinarity of scientific production on hate speech and social media: A bibliometric analysis by Antonia Ramírez-García | Antonio González-Molina | María-del-Pilar Gutiérrez-Arenas | Manuel Moyano-Pacheco
Photo by Sheila Webber: ferns, May 2022

Monday, June 27, 2022

SET Training School: Towards a Curriculum for Social and Digital Inclusion and Lifelong Learning #WLIC2022

There is a free physical-only WLIC satellite event in Dublin, Ireland 29-30 July 2022: Towards a Curriculum for Social and Digital Inclusion and Lifelong Learning. It is organised by the IFLA Section Education and Training (SET) and hosted by the School of Information & Communication Studies, University College Dublin (UCD), Ireland. It is held immediately after the World Library and Information Conference in Dublin. It is free, but limited to 50 participants.
"The Post-Conference Satellite aims to provide an overview of conceptual foundations of community-centered LIS education, reflecting IFLA Global Vision and a paradigm shift to proactive libraries transforming communities. SET Training School addresses the knowledge and skills Library and Information Science (LIS) professionals require to take on leadership roles and to become advocates and change-makers who enrich the lives of the diverse communities they serve. This in-person Satellite will provide the opportunity to explore contemporary educational programs and projects and to discuss future developments of curricula suitable for the community-centered libraries that are aimed at social inclusion, digital equity, and lifelong learning." 

I am honoured to say that I was asked to give a keynote talk on the 29th. Other talks are from colleagues in South Africa, Ireland, Nigeria, Oman, Ireland, the Netherlands and the USA. The full programme and link to booking form is here:

Friday, June 24, 2022

Webinar: Building a Media, Digital and Information Literate Scotland

The Scottish Information Literacy Community of Practice has organised an online event on 8 September 2022 13.00-16.30 UK time featuring:
- The UNESCO Media and Information Literacy initiatives - I will be giving this talk
- Young People and IL – a panel discussion – with North Ayrshire Learning to Learn, Maddie is Online and Young Scot
- Making Sense of Media Literacy -– Ofcom
- Information for Wellbeing course: empowering communities through digital, information and health literacy
- Information professionals and volunteers as ‘digital proxies’: impact on effectiveness of clients and employees of informal support in accessing services
- Wiki session – a Smorgasbord of work  

For info and registration go to

Call for funding applications from Purdue University's Institute for Information Literacy

There is a call for Applications for funding from Purdue University's (USA) Institute for Information Literacy, with US $4,000 Research Grants available for five suuccessful applicants. The application deadline is 15 July 2022. "With generous funding from Bob and Judy Brady, the Institute for Information Literacy at Purdue (hereinafter referred to as the Institute) invites applications for a two-year research funding program. The Institute will fund research projects that examine complex information challenges within select contexts and aim to develop or enhance information literacy models that enable people to successfully navigate and contribute to today's information environment....
The Institute will support and share innovative, community- or context-specific information literacy research (i.e. healthcare, social media, publishing). As information literacy is interdisciplinary by nature, projects that demonstrate a substantive collaboration between research from different fields (such as psychology or political science and information studies) will be prioritized for funding. Information Literacy research and practice largely focuses on students in educational settings.
The Institute seeks to expand knowledge around information literacy within a range of settings; therefore, priority will be given to projects that focus on effective information practices applied in a range of contexts and communities."
Any information literacy researchers, including current students or post-docs, can apply. Applications will be reviewed July–August 2022. Funding will be awarded in September 2022.
There is more information at
Applicants have to complete a 2–3 page proposal using a proposal template and email it to
Photo by Sheila Webber: white rose in Yorkshire, June 2022

Thursday, June 23, 2022

Designing an Information Comic

An open access publication from the International Visual Literacy Association is the IVLA Book of Selected Readings at and the 2022 edition has been published.
One chapter that caught my eye is Designing an Information Comic by Maaike Wessels-Compagnie. It describes (with illustrations) the process of turning textual material on education (by another author) into a comic (it is an "information comic" in the sense that it is informational, as opposed to purely entertaining). The author consulted a small pool of critical friends, including the author of the original material, to give feedback alongthe way, and it is interesting to see the feedback and how Wessels-Compagnie responded to it.
The abstract is "This study revolves around the idea that using the visual language of comics to communicate scholarly knowledge benefits learners in higher education. The researcher transformed the written academic prose of pages 58-70 of Mayer’s Multimedia Learning (2009) into a 12-page information comic with help of expert informants and found that it is possible to create an information comic that communicates academic ideas provided the researcher has 1) a high level of visual literacy, 2) accepts that intersemiotic translation always leads to new meaning, 3) accepts that emotion will become part of the final product, and 4) accepts that it takes considerable time to create the imagery. Based on the literature, experience and expert feedback, the researcher identifies 12 possible steps for the design of information comics and six reasons why information comics demonstrate great potential for learning"
Photo by Sheila Webber, taken in Second Life, April 2022

Tuesday, June 21, 2022

Webinar: Faculty partnerships

There is a free webinar hosted by the Special Library Association Academic & Education Community and ACRL's EBSS Education Committee on 8 July 2022 at 1:30pm US EST (which is, e.g. 6.30pm UK time). Amber Eakin (Instructional Librarian, Strayer University, USA)who will discuss faculty partnerships. "Faculty members have inherent authority with their students. By partnering with faculty and tying instruction to classroom assignments or needs, we can deliver information literacy instruction to a broader and more invested group of students. This session will explore developing lasting faculty partnerships, implementing an intake system for faculty requests, and supporting accessibility measures along the way. While our instruction services are entirely virtual, these lessons can apply to hybrid or in-person instruction." Register in advance at
Photo by Sheila Webber: Ritz, 2022

Monday, June 20, 2022

New articles: Health information; Information literacy self-efficacy; Agricultural information; Managing personal records

There is a new issue of the open access journal Information Research (volume 27 issue 2). It includes
- Muhammad Asif Naveed. Information literacy self-efficacy of scientists working at the Pakistan Council of Scientific and Industrial Research
- Reijo Savolainen. What drives people to prefer health-related misinformation? The viewpoint of motivated reasoning
- Matt Balogh, William Billingsley, David Paul, and Mary Anne Kennan. Understanding the management of personal records at home: a virtual guided tour 
- Marco Capocasa, Paolo Anagnostou, and Giovanni Destro Bisol. A light in the dark: open access to medical literature and the COVID-19 pandemic
- Murat Konca, Şenol Demirci, Cuma Çakmak, and Özgür Uğurluoğlu. Exploring the socio-economic determinants of health information-seeking behaviour on the Internet in Turkey
- Tami Oliphant, Tanya Berry, and Colleen M. Norris. ‘In a perfect world doctors and the medical profession would accept people for who they are’: women’s heart health information practices
- Tumpe Ndimbwa, Kelefa Mwantimwa, and Faraja Ndumbaro. Smallholder farmers’ satisfaction with agricultural information accessed in rural Tanzania
Go to
Photo by Sheila Webber: Ritz, 2022

Sunday, June 19, 2022

ACRL Instruction Section newsletter

The ACRL Instruction Section newsletter vol 39 no.1 is published. It includes descriptions of five resources on "Inclusive Pedagogy for Remote Learning"; short articles about Implementing Minute Papers in the Library Instruction Classroom and #ForYou: Algorithms & the Attention Economy; a summary of the "best practices" interview with Dawn Knight (Dean of Libraries) and Malette Payne (Emerging Technologies Librarian) from Southern University and Agricultural & Mechanical College, USA ; and a short profile in memory of Miriam Dudley. The newsletter is at The newsletter home page is here.

Thanks also to Esther Grassian for highlighting the still-interesting material by Miriam Dudley:
Dudley, Miriam. (1970). Chicago Library Program.  UCLA Library Occasional Papers: Chicano Library Program. UCLA: Library. Retrieved from
Dudley, Miriam. (1981). Library Instruction Workbook: A Self-Directed Course in the Use of UCLA's College Library. UCLA: Library. Retrieved from
Photo by Sheila Webber: cakes at the Ritz, 2022

Saturday, June 18, 2022

LILi 2022 Virtual Conference

Registration is open for the free online conference: LILi 2022 with the theme: Teaching and Learning: Introducing New Topics, Pivoting Online, and Starting from Scratch taking place on 8 July 2022, 10 AM 3 PM US Pacific time (which is, e.g. 6pm-11pm UK time). There is optiona; pre-conference chat & Tai Chi exercises half an hour before the conference starts. |You need to register by 1st July 2022 at The schedule is at Please be aware that the order of sessions may change.

Friday, June 17, 2022

New article: How Disinformation Reshaped the Relationship between Journalism and Media and Information Literacy

An interesting new article from Professor Divina Frau-Meigs
Frau-Meigs, D. (2022). How Disinformation Reshaped the Relationship between Journalism and Media and Information Literacy (MIL): Old and New Perspectives Revisited. Digital Journalism
"The fight against rampant disinformation has triggered two major answers: fact-checking and news literacy. These affect the established fields of journalism and of Media and Information Literacy (MIL). They create opportunities for new entrants from the margins to enter professional fields in need of revamping. Using information and communication sciences research on policy and organizations and on the interplay between agency, platforms and networks, this analysis focuses on three main criteria for evaluating the field-configuring role of disinformation: policy rules and professional canons (to regain some lost political and economic ground), key events and projects (to provide sense-making strategies), and interactions with audiences and communities (to restore trust and reputation). Focusing on the European Union as main terrain of analysis due to its pioneering initiatives, this analysis first considers the mutual benefits afforded by the fight against disinformation. Then considers three main challenges: MIL risks being reduced to news literacy, digital journalism risks being reduced to fact-checking, and the disinformation discourse risks downscaling the emphasis on information. It concludes with the implications for the future for all actors to effect real field change in MIL and journalism."
Photo by Sheila Webber, huge rambling rose, May 2022