Comment on the Know News White Paper #fakenews #misinformation

There is still time (up until June 6 2018) to comment on the Know News White Paper. This is a result of a project concerning misinformation and fake news, involving particularly those from librarianship and journalism, but also from education, and allied professions. It is led by Laura Saunders, Lisa Hinchliffe and Rachel Gans-Boriskin. You can email comments on the draft document to laura.saunders@simmons.edu. Go to: http://slis.simmons.edu/blogs/disinformation/white-paper-draft/
Photo by Sheila Webber: forest, Norway, May 2018

Cognitive Dissonance and Information Literacy in the Fake News Era

Continuing the 2018 LOEX conference theme, there is not a presentation uploaded for one of the sessions: Librarians to Battle Stations: Cognitive Dissonance and Information Literacy in the Fake News Era by Maoria J. Kirker (Instruction & Assessment Coordinator) @ George Mason University and Ilana Stonebraker (Assistant Professor of Library Science, Business Information Specialist) @ Purdue University. However, they have made available a "a crowdsourced list of tips, strategies, and best practices for confronting cognitive dissonance in the IL context" created by the participants. This document is view only, but if you want to add something, let the authors know (mkirker@gmu.edu) https://docs.google.com/document/d/1NarsJogl5KkkrQjW4FQc3QL7VudQxh5iTlgisp5aVk0/edit
The description of the session said "Cognitive dissonance is the state of having inconsistent thoughts, beliefs, or attitudes, especially as relating to behavioral decisions and attitude change. This presentation will discuss how cognitive dissonance, information literacy and fake news concepts are related and applied within the library classroom."
Photo by Sheila Webber: cuckoo flower, Norway, May 2018

A Systematic Review of Information Literacy Programs in Higher Education: Jesse H. Shera Award winner

The winners of the 2018 Jesse H. Shera Award for Distinguished Published Research are the authors of the following open access paper:
Weightman, A., Farnell, D., Morris, D., Strange, H. and Hallam, G. (2017). A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views. Evidence Based Library and Information Practice, 12(3). You can find the full text here: https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29088 and the abstract is: "Objective – Evidence from systematic reviews a decade ago suggested that face-to-face and online methods to provide information literacy training in universities were equally effective in terms of skills learnt, but there was a lack of robust comparative research. The objectives of this review were (1) to update these findings with the inclusion of more recent primary research; (2) to further enhance the summary of existing evidence by including studies of blended formats (with components of both online and face-to-face teaching) compared to single format education; and (3) to explore student views on the various formats employed. Methods – Authors searched seven databases along with a range of supplementary search methods to identify comparative research studies, dated January 1995 to October 2016, exploring skill outcomes for students enrolled in higher education programs. There were 33 studies included, of which 19 also contained comparative data on student views. Where feasible, meta-analyses were carried out to provide summary estimates of skills development and a thematic analysis was completed to identify student views across the different formats. Results – A large majority of studies (27 of 33; 82%) found no statistically significant difference between formats in skills outcomes for students. Of 13 studies that could be included in a meta-analysis, the standardized mean difference (SMD) between skill test results for face-to-face versus online formats was -0.01 (95% confidence interval -0.28 to 0.26). Of ten studies comparing blended to single delivery format, seven (70%) found no statistically significant difference between formats, and the remaining studies had mixed outcomes. From the limited evidence available across all studies, there is a potential dichotomy between outcomes measured via skill test and assignment (course work) which is worthy of further investigation. The thematic analysis of student views found no preference in relation to format on a range of measures in 14 of 19 studies (74%). The remainder identified that students perceived advantages and disadvantages for each format but had no overall preference. Conclusions – There is compelling evidence that information literacy training is effective and well received across a range of delivery formats. Further research looking at blended versus single format methods, and the time implications for each, as well as comparing assignment to skill test outcomes would be valuable. Future studies should adopt a methodologically robust design (such as the randomized controlled trial) with a large student population and validated outcome measures."
Photo by Sheila Webber: artefacts in Grieg's House, Bergen, Norway, May 2018

Presentations from #LOEX2018

Presentations from the US information literacy conference LOEX are now available! As usual, a treasure trove of ideas,and I have only dipped into the list: also bear in mind that some presentations are mostly pictures, without so much of an indication of the content. A few presentations that I sampled and which do have enough on the slides to give you some interesting ideas are:
- Using Wikipedia as a Lens to Explore Critical Information Literacy in Library Credit Courses by Amanda Foster-Kaufman (Instruction Librarian) @ Wake Forest University
- Taking a Giant Leap – Using the Taxonomy of Significant Learning to Inform Instructional Design by Ashlynn Kogut (Education & Social Sciences Librarian) @ Texas A&M University
- Successful Landings: The Impact of Information Literacy Instruction on Transfer Student Success by Nancy Fawley (Director, Information & Instruction Services) @ University of Vermont, Ann Marshall (Information Services and Instruction Librarian) @ Indiana University – Purdue University Fort Wayne and Mark Robison (First-Year Experience Librarian) @ Valparaiso University
- Know News: Librarians and Journalists Collaborating to Combat Misinformation by Laura Saunders (Associate Professor) @ Simmons School of Library and Information Science, Lisa Hinchliffe (Professor & Coordinator for Information Literacy Services and Instruction.) @ University of Illinois at Urbana-Champaign and Rachel Gans-Boriskin (Senior Lecturer) @ Simmons Gwen Ifill College of Media Arts and Humanities (there is a blog for this project at http://slis.simmons.edu/blogs/disinformation/)
- Playing with Information in the Starfleet Academy: Gamifying the For-Credit Class by Stephanie Crowe (Social Sciences and History Librarian) @ University of North Carolina Wilmington. "In Fall 2017, two instructional services librarians co-taught a for-credit honors class entitled Pandemic: Playing with Information, Misinformation, and Disinformation. Students in the class were divided into teams to play a semester-long cooperative board game called Pandemic Legacy, in which they worked together to save the world from four deadly epidemic" (I haven't put a direct link as there is a pdf of the workshop presentation, plus 5 word documents that you need to look at, go to the page linked below and search through it to find this presentation)

The LOEX presentations are all linked from http://www.loexconference.org/sessions.html
Photo by Sheila Webber: Bergen, lake, May 2018

Online sessions from the #LOEX2018 conference

Some of the sessions from the USA's information literacy conference LOEX are being repeated online. They are all at 1-2pm US Eastern time (which is, e.g, 6-7pm UK time) and the cost varies from US $15 for people who attended the LOEX conference onsite to US $55 for people who are not LOEX members and didn't attend the conference. The sessions are:
June 14. Fake News, Lies, and a For-Credit Class: Lessons Learned from Teaching a 7-Week Fake News Undergraduate Library Course. Jo Angela Oehrli (University of Michigan)
June 15. Accessibility, the Final Frontier: These are our voyages into best practices... Shawn McCann (Oakland University) and Rebeca Peacock (Boise State University)
June 19. Aligning the Stars: Mapping Out a Collaboration Constellation. Hailley Fargo and Megan Gilpin (Penn State University)
June 20. The Librarians’ Guide to the Information Literacy Galaxy: Leading Campus Conversations. Sarah Richardson, Heather Beirne, Ashley Cole and Trenia Napier (Eastern Kentucky University)
More information at http://www.loexconference.org/virtual-sessions.html
Photo by Sheila Webber: Bergen, May 2018

An Introduction to the Scholarship of Teaching and Learning

An online short course from Library Juice Academy, running from June 4 2018 to June 29 2018, is An Introduction to the Scholarship of Teaching and Learning, taught by Lauren Hays. The cost is US $175. More information from http://libraryjuiceacademy.com/179-SoTL.php
Photo by Sheila Webber: Grieg's house and the roof of the concert room, Bergen, Norway, May 2018

Wiki University; Postdigital Critical Pedagogy

A site I came across recently, though it has been around for years, is Wiki University, a wiki for sites/pages that aim to deliver learning. I was alerted because of a new page Wikilearning and Postdigital Critical Pedagogy, which represents a keynote delivered by Juha Suoranta at the Network Learning Conference 2018, held in Zagreb on May 15, 2018: https://en.wikiversity.org/wiki/Wikilearning_and_Postdigital_Critical_Pedagogy
The Wiki University includes some learning units/sites on media literacy, though mostly a few years old: the home page is at https://en.wikiversity.org/wiki/Wikiversity:Main_Page
"Wikiversity is a site for the creation and use of free learning materials and activities. The mission of Wikiversity is to empower people to achieve their educational goals using resources produced by the free culture movement. The goal is to create a community of people on Wikiversity who support each other in their educational endeavors. " (source: https://en.wikiversity.org/wiki/Introduction_to_Wikiversity)
Photo by Sheila Webber:Spring flowers, May 2018

cfp: The Information Literacy Framework: Case Studies of Successful Implementation

There is a call for chapters for a book to be published by Rowman and Littlefield in the ALISE book series (ALISE is the North American association for library and information educators). The working title is The Information Literacy Framework: Case Studies of Successful Implementation and the editors are Heidi Julien (University at Buffalo), Melissa Gross (Florida State University) and Don Latham (Florida State University). The book "is intended to help demystify how to incorporate ACRL’s Framework for Information Literacy for Higher Education into information literacy instruction in higher education as well as how to teach the new Framework to pre-service librarians as part of their professional preparation. The book will bring together current case studies from academic librarians who are implementing the Framework for Information Literacy for Higher Education as well as cases from Library and Information Science faculty, who are working to prepare their pre-service students to practice in the new instructional environment. Individual chapters will describe how a library is implementing the Framework, or how the Framework is being taught to pre-service librarians. Chapters will focus on successes, while acknowledging challenges. Authors are expected to be reflective and tie their narratives to existing literature and to theory. Instructional librarians, administrators, educators, and students will benefit from the experiences of the people on the ground who are actively working to make the transition to the Framework in their professional practice."
The deadline for proposals (approx. 500 words) is August 1, 2018, and they should be sent to Heidi Julien (heidijul@buffalo.edu). The final chapters will be about 5000 words and will be due March 1, 2019.
Photo by Sheila Webber: lilac, Blackheath, May 2018

How do undergraduate students experience using information when preparing and participating in a career fair?

An interesting presentation addressing that research question was made at LOEX in May, based on a phenomenographic study of 7 management students who attended a careers fair. It was authored by Ilana Stonebraker, Clarence Maybee and Jessica Chapman of Purdue University and includes implications for informaton literacy.

Charting their path: How Students Experience Using Information in Their Job Search from Ilana Stonebraker

Webinar: Critical Reading for Learning and Social Change

There is a free online panel discussion on 6 June 2018 from 1pm to 2pm US Central Standard Time (which is, e.g. 7-8pm UK time): Critical Reading for Learning and Social Change. The is the annual ACRL Instruction Section Virtual Discussion Forum. "Critical reading is defined as reading for a “. . . deeper understanding of how information is constructed, valued, and embedded within larger conversations.” But how can we best integrate critical reading into our professional practice? ... This panel will view the issue from a variety of perspectives including: teaching critical reading to different student groups, using effective teaching strategies for credit-bearing versus one-shot instruction, supporting critical reading in the university curriculum, and understanding research on critical reading."
Panelists include: Hannah Gascho Rempel (College of Agricultural Sciences Librarian & Graduate Student Services Coordinator, Oregon State University (moderator); Anne-Marie Deitering, Associate University Librarian for Learning Services, Oregon State University (moderator); Anne Jumonville Graf, First Year Experience Librarian/Associate Professor, Trinity University; Rosemary Green, Graduate Programs Librarian/Adjunct Professor, Shenandoah University; Stephanie Otis, Associate Dean for Public Services, University of North Carolina at Charlotte
Register at: https://zoom.us/webinar/register/WN_baCti-35Swq-Mg6rjSQVQA
Photo by Sheila Webber: Aquilegia and other spring flowers, Sheffield, May 2018

Library Instruction West

Registration is open for Library Instruction West 2018, taking place 18-20 July 2018 in Colorado Mesa University, USA. The theme is The Confluence of Inspiration and Adventure! and the keynote speaker is Maria Konnikova. Registration at https://secure.touchnet.com/C21035_ustores/web/store_cat.jsp?STOREID=99&CATID=155&SINGLESTORE=true and conference schedule at https://liw2018.sched.com/
Photo by Sheila Webber: my apple blossom, May 2018

Webinar: Emerging Library Trends in FYE

A free (sponsored) webinar on June 13 2018 at 2pm US Eastern time, which is 7pm UK time, is Emerging Library Trends in FYE: New Ideas for Impacting Student Success. "From FYE to ROI to HIP, librarians are seeing new acronyms emerge in their campus administrations' initiatives. How can today's academic libraries position themselves to improve student success and retention, using high-impact practices (HIPs) to demonstrate a return-on-investment (ROI)? Many libraries struggle to define and implement their services in a way that meets these shifting expectations. However, new ideas, resources, and partnerships offer a path forward in support of these efforts. First year student success librarian Raymond Pun will discuss strategies, activities, and programs presented in The Credo FYE Guide: Practices for Enhancing Instructions (an open access publication by Credo Reference) to support these trends."
More information at http://www.choice360.org/librarianship/webinars/emerging-library-trends
Photo by Sheila Webber: cherry blossom, April 2018

Global Accessibility Awareness Day #gaad

Today is Global Accessibility Awareness Day. There is information about it here: http://globalaccessibilityawarenessday.org/

Seminar: Research Impact Value and LIS (RIVAL) #lis_rival

There is a free event on 11 July 2018 in Edinburgh, Scotland: Research Impact Value and LIS (RIVAL). "This event will bring together members of three main groups – creators, users, and end-user beneficiaries of LIS research output – to explore concepts and examples of the impact and value of LIS research to services delivery in practice. The format of the day will encourage the strengthening of links between these interacting communities, narrow gaps between LIS research and practice, and lay the ground for future research-related support and collaborations across the sector.
"All are welcome to join the conversation: users of library and information services; library and information professionals; academic researchers; practitioner-researchers; and others with a stake in the future of LIS research, such as officials of the LIS professional and funding bodies. We are particularly keen to attract to the event those who work at the frontline of library and information services delivery, whether or not they are research-active or currently use the research outputs of others in their work."
Full details of the day's timetable and registration for the event at: https://www.eventbrite.com/e/rival-research-impact-value-and-lis-lis-rival-registration-45585730146
Photo by Sheila Webber: wisteria, May 2018

Connecticut Information Literacy Conference

Registration is open for the 2018 Connecticut Information Literacy Conference, taking place on June 15, 2018 at the University of Hartford, CT, USA. "Instructional Design (ID) can call to mind different things depending on the industry, one’s role, or the given task at hand. Our conference this year will feature keynote speaker Kimberly Davies Hoffman, who will delve in to the pedagogical theory, practice, and philosophy of ID, and engage us in strengthening our instruction toolkit." More information at http://ctlibraryassociation.org/ctinfolit_home
Photo by Sheila Webber: cherry trees in Weston Park, April 2018

Call for papers: Global Media and Information Literacy Week 2018 Conference #globalMILweek

There is a Call for Papers for Global Media and Information Literacy (MIL) Week 2018 Feature Conference and Media and Information Literacy and Intercultural Dialogue (MILID) Yearbook 2018. The conference will be 24-25 October 2018 in Kaunas, Lithuania, as part of Global MIL Week (24 to 31 October). The theme is Media and Information Literate Cities: Voices, Powers and Change Makers
The conference is supported by UNESCO, UNAOC, the Media and Information Literacy and Intercultural Dialogue (MILID) University Network, the UNESCO-initiated Global Alliance for Partnership on MIL (GAPMIL), in partnership with local hosts Vytautas Magnus University (Lithuania) and University of Latvia (Latvia)
Proposals for academic papers and case study/project-related presentations are invited. They should be 500 words including references, plus a short biography of each author. The deadline is 30 May 2018. and the proposal should be submitted at https://en.unesco.org/feedback/call-papers-global-mil-week-2018-feature-conference-and-milid-yearbook-2018
Selected authors will be invited to present at the conference (which is free, but you need to cover your own expenses) and some selected authors will also be invited to submit full versions of their papers for publication in the MILID Yearbook 2018 (deadline for full papers 31 August 2018).
"Global MIL Week 2018 will address the concept of MIL Cities and citizens at their heart. ... Topics for papers and presentations should be within the fields of MIL and their connection to MIL Cities as dynamic environments of media, information and technology as well as innovative ways to advance MIL development among people. ... Submissions could be about MIL-related research, good practice, programmes, policies and other work. We are particularly interested in the multiple literacies and stakeholders, youth critical civic engagement, creative and sustainable cities, voter education, informed citizenry and online participation, freedom of expression, media pluralism, diversity, dialogue, and tolerance."
The themes to be addressed are: MIL Cities as creative and engaged communities for the sustainable development goals; MIL enabling civic engagement in city elections; Uniting power: Roles and responsibilities of key city actors in MIL (policymakers, educators, civil society organizations, academics); MIL relevant industries as changemakers for MIL cities (communication agencies, media outlets, technological intermediaries, film industries, gaming sector, content industries, etc.); Engagement in MIL movement as corporate social responsibility; Training and capacity-building for future MIL cities; Public policy discourses in MIL, algorithm, and automation in journalism and media production; Youth, social media activism, and change makers; MIL and news in the era of algorithms; Defining identities, privacy management, crime and cyberbullying in the (dis)connecting digital universe; Programming, artificial intelligence, surveillance, and virtual reality: Strengthening impact of digital environments with MIL; Hate speech and radicalization in public space; Propaganda, misinformation/disinformation, and persuasive technologies; Cultural and linguistic barriers to communication: MIL enabling contact between people on and off the web; MIL to build smart, secure, tolerant, and socially inclusive cities; Revitalizing city libraries, museums, and archives through creative MIL actions; Let the voices be heard: empowering active, resilient, engaged communities through MIL; MIL in the workplace; MIL partnerships for education; Evolution of peoples’ information needs throughout their lives in cities; Better city governance: MIL as e-governance participation and learning; MIL as a tool to build trust in media in cities; Using MIL to bridge cultural industries with grassroots city life; MIL as “stoplights” in cities: Meaning-making in music; Imagining city transportation and healthcare systems that stimulate MIL education; Stimulating entrepreneurship in cities through MIL
Theorizing MIL cities with a people's focus: Reflections on the Five Laws of MIL.
The website is at https://en.unesco.org/news/call-papers-global-media-and-information-literacy-week-2018-feature-conference-and-milid

MiLLi

MiLLi is Namibia’s Media and Information Literacy Learning Initiative, with a particular focus on youth and media. The website is at http://milli.edu.na/ and there is an article:
Odoj, J. (2018, 26 April). Discerning media consumers. https://www.dandc.eu/en/article/youth-namibia-learn-how-engage-media-ethical-and-competent-way
Photo by Sheila webber: my apple blossom, May 2018

Tutorial on #fakenews

Karli Mair (Emerging Technologies Librarian at East Campus Library, Valencia College) has made available an online module about evaluating online news articles. Mair wrote "The content is a mixture of video, text, and activities to demonstrate the fake news types: completely fake, distorted, satire, and clickbait. A practice quiz with feedback and a final quiz using actual news sources provide assessment of news evaluation skills. All content is sourced through Creative Commons, the public domain, by permission, or it is written by me. It takes about 45-60 minutes for students to complete."
The module has aims aligning with the ACRL Information Literacy Framework.
Until October 2018 it is available without having to download on iSpring Cloud at https://ispri.ng/lkYpJIt
It is also available on Canvas Commons Module under the title How to Spot Fake News for the Public Mair writes "The module uses SCORM, so your school must have the SCORM LTI enabled for the module to report to the gradebook. The Canvas version of the module includes a question bank to promote academic honesty.... If you do end up using the module, please let me know how!"
https://drive.google.com/file/d/1wHYTTW-s7Noaypk3kJbUVdFAQsMnTjPd/view?usp=sharing
Photo by Sheila Webber: early cherry blossom, April 2018

New articles: Survey of infolit teaching practices; Seeking information with Yik Yak; Engineering faculty; Vignettes; Shame

The latest issue of open access journal College and Research Libraries (volume 79 issue 2, 2018) includes:
- Survey of Information Literacy Instructional Practices in U.S. Academic Libraries by Heidi Julien, Melissa Gross, Don Latham . A particularly interesting article for readers of this blog "An online survey sent to the community of professional librarians in the United States who provide information literacy instruction in academic libraries provided insights into their practices and the challenges they face. Data include current pedagogical methods, client groups of focus, assessment and evaluation, marketing, instructional objectives, incorporating the new Framework for Information Literacy for Higher Education into instruction, the role of technology in instruction, the importance of relationships with faculty and administrators, and a range of common challenges faced by instructional librarians."
- Should We Yak Back? Information Seeking among Yik Yak Users on a University Campus by Elizabeth Price ("an exploratory analysis of the postings on Yik Yak in the geographic area of a four-year, regional public institution during the 2015–2016 academic year")
- Analyzing Citation and Research Collaboration Characteristics of Faculty in Aerospace, Civil and Environmental, Electrical and Computer, and Mechanical Engineering by Li Zhang
- Vignettes: Implications for LIS Research by Allison Benedetti, John Jackson, Lili Luo ("We use two research projects, one focused on the Association of College and Research Libraries’ Framework for Information Literacy for Higher Education and one on the vocabulary used to describe library services, to discuss the strengths of vignettes and implications for LIS research.)
- Shame: The Emotional Basis of Library Anxiety by Erin L. McAfee
The contents page for the issue is at https://crl.acrl.org/index.php/crl/issue/view/1091/showToc
Photo by Sheila Webber: young beech leaves and Firth Court, May 2018

cfp Innovations in Learning and Teaching in Academic Libraries

There is a call for paper proposals for a special issue of the New Review of Academic Librarianship focusing on Innovations in Learning and Teaching in Academic Libraries and edited by Sheila Corrall and Liz Jolly. The deadline is July 2 2018. "The themed issue will focus on innovative developments in library contributions to the educational mission of their parent institution. Proposed submissions could be reports of empirical investigations of service innovations, state-of-the-art surveys or reviews of emergent practices, or single or multi-site case studies of strategic initiatives. Topics may include, but are not limited to: Innovative contributions to student learning, undergraduate research, faculty teaching, or curriculum development; Innovative approaches to co-creation and incorporation of the student voice; Innovative services and support for first-year students, international students, remote learners, or under-represented groups. Innovative contributions to student enrollment, student experience, student progression and retention, and student success; Innovative collaborations and partnerships with other units, such as careers services, student services, teaching centers, or writing centers; Innovative approaches to measurement and assessment of library impact on student and institutional performance, including participation in learning analytics initiatives."
Abstracts should be sbout 500 words (excluding references) and cover the background and purpose of the innovation or initiative described, the approach used to investigate the subject (e.g. survey), a brief description of the innovation, and the key findings and insights gained, highlighting learning points for academic libraries. Send the abstract as an email attachment to scorrall@pitt.edu
Abstracts will be evaluated against the following criteria: Connection and relevance to the issue theme; Originality and significance of the innovation described; Explanation of the rationale for the innovation; Potential impact on professional thinking and practice; Clarity and coherence of the written submission. Authors of accepted abstracts have to submit full papers (5,000-7,000 words) by December 3, 2018.
Photo by Sheila Webber: Hawthorn, May 2018

Lutte contre les fake news

There is a free seminar in Paris, France, on 5 June 2018: Lutte contre les fake news : quels défis pour l’information scientifique, les bibliothèques et les journalistes? (It will, of course, be in French). Librarians, researchers and journalists will discuss issues concerned with fake news or misinformation. The event is organised by l'ADBU, The Conversation France, le CARISM (IFP) and La Croix. Further information and registration at https://www.eventbrite.fr/e/inscription-journee-detude-lutte-contre-les-fake-news-quels-defis-pour-linformation-scientifique-les-45372690940
Photo by Sheila Webber: My apple blossom, May 2018

Recent articles: Big 6; music and information literacy; publication output

Some recent articles/chapter available on open access:
- Baji, F., Bigdeli,Z., Parsa, A. and Haeusler, C. (2018) Developing information literacy skills of the 6th grade students using the Big 6 model. Malaysian Journal of Library & Information Science, 23(1), 1-15, https://ajba.um.edu.my/index.php/MJLIS/article/view/11088
- Manus, S. (2018). Embedding the Framework: Using Embedded Librarian Techniques to Facilitate Music Information Literacy. In: Abromeit, K.A. (Ed.). Ideas, strategies, and scenarios in music information literacy. Middleton, Wisconsin: A-R Editions, Inc. and Music Library Association. Open access version at https://discoverarchive.vanderbilt.edu/handle/1803/8779
- Veer, D., Khiste, G. and Deshmukh, R. (2018). Publication Productivity of ‘Information Literacy’ in Scopus during 2007 to 2016. Asian Journal of Research in Social Sciences and Humanities, 8(2), 171-183. It is available open access at https://www.researchgate.net/publication/322931219_Publication_Productivity_of_%27Information_Literacy%27_in_Scopus_during_2007_to_2016
Photo by Sheila Webber: Beech leaves by Firth Court, May 2018

Short online course: Translating the ACRL Framework for Information Literacy into Our Teaching Practices

An upcoming online Library Juice Aacdemy course is: Translating the ACRL Framework for Information Literacy into Our Teaching Practices. The educator is Andrea Baer and it runs from May 7 to June 15 2018. The cost is US $250. More information and registration at http://libraryjuiceacademy.com/119-framework.php
Photo by Sheila Webber: cherry and aircraft trail, May 2018

IATUL Webinar series: starting 17 May 2018

A series of free webinars has been organised by the IATUL (International Association of University Libraries) Special Interest Group for Information Literacy. You can see from the list below that there is an international range of contributors. The first session is:
Academic Identity Management 17 May 2018 at 9am UTC, which is e.g. 10am UK time, 11am in Germany, 5am in US Eastern time. Leaders are: Caroline Leiss (Head of Information Services, University Library, Technical University of Munich, Germany) and Tina Hohmann (Subject Librarian Architecture, Information Services, University Library, Technical University of Munich, Germany). "How can you make sure that you get credit for all of your scientific publications? In this webinar we will explain the concept of academic identity management and present the main identity systems: ORCID, ResearcherID, Scopus Author Identifier and Google Citations. You will find out which system is useful for you and how to create and maintain your author profiles."
The remainder of the webinars are:
- How can I teach information literacy classes? I'm a librarian not a teacher 1 June 2018: Yuyun W. Ishak
- "Lost in Antarctica" - a game-based approach on teaching information literacy 26 July 2018: Simone Kibler
- Library as partner in Curriculum Design at La Trobe University 2 October 2018: Sharon Karasmanis & Caroline Ondracek
- Case study of an information literacy integration journey at the Cape Peninsula University of Technology (CPUT) 18 October 2018: Janine Lockhart
- User centred online learning design experiences at University of Auckland – usability testing and design thinking 16 November 2018: Dr. Li Wang
For more information and to register go to https://www.iatul.org/services/special-interest-groups/sig-il/iatul-webinar-series-information-literacy-international
For more info on the IATUL group: https://www.iatul.org/services/special-interest-groups/sig-il
Photo by Sheila Webber: pink cherry, May 2018

Presentations on copyright literacy

There are are a large number of presentations from the Icepops 2018 International Copyright Literacy conference held on 3 April 2018 in Liverpool, UK. They are at https://copyrightliteracy.org/upcoming-events/icepops-international-copyright-literacy-event-with-playful-opportunities-for-practitioners-and-scholars/icepops-2018-photos-and-presentations/

Call for chapters: Framing Health Care Instruction: An Information Literacy Handbook for the Health Sciences

There is a call for chapters (deadline 22 June 2018) for a new book edited by Lauren M. Young (Samford University, USA) and Elizabeth G. Hinton (University of Mississippi Medical Center): Framing Health Care Instruction: An Information Literacy Handbook for the Health Sciences. This "is an upcoming handbook that will serve as a primer on the ACRL Framework and its application in health sciences information literacy instruction. Through descriptive content and case studies, this book will serve as both a primer for health sciences librarians new to bibliographic instruction and as a source of didactic inspiration for those currently working in the domain. ... This book will discuss information literacy instruction in progressively higher-stakes health sciences populations (undergraduate, graduate, post-graduate, professional) in academic and hospital settings. The needs of specific health sciences disciplines will be addressed, as will varying instructional formats and didactic approaches. Assessment standards relating to information literacy will also be discussed. ... Each Frame-based chapter will be accompanied by four case studies, representing the important work you are doing in this field at your institutions. Case studies will feature information literacy lesson plans that target our identified learning populations, and we are seeking a wide variety of health sciences/medical disciplines (e.g., allopathic and osteopathic medicine, dentistry, nursing, allied health, social work, etc.)."
Proposals must include: Name; Position; Institution; Email; Mailing address; ACRLFrame(s); Discipline; Setting (e.g. lesson accompanying library instruction for junior nursing students beginning their clinical rotations); Learning outcomes; Title of proposed lesson plan.
Email proposals to framing.healthcare@gmail.com by June 22. Complete text (600-800 words) will be neeeded by August 31, if accepted.
Photo by Sheila Webber: cherry blossom in Weston Park, April 2018