Friday, August 23, 2019

Open bibliography of relevant, evidence-based research on problems of misinformation

This Open bibliography of relevant, evidence-based research on problems of misinformation doesn't seem to have been updated much since early 2018, but it could be a useful source, from someone working in the field - The bibliography includes articles, books and a few other types of material - it is at
Photo by Sheila Webber: Residenz gardens, Wurzburg, August 2019

Thursday, August 22, 2019

Rauru Whakarare evaluation framework

The Rauru Whakarare Evaluation Framework "provides a kaupapa Māori-informed approach to evaluation that enables us to critique and engage deeply with the information that surrounds us. It is available for teachers, students and librarians in all educational contexts to start a conversation about information quality and its contribution to our learning." This New Zealand framework for schools or university use is available through a creative commons licence. It "embodies the connectedness of Whakapapa (background), Orokohanga (origins), Mana (authority), Māramatanga (content) and Aronga (lens) of information we are using. The Rauru Whakarare pattern was chosen as it represents interconnectedness. We see this pattern as a visual depiction of how information evaluation is not a linear process; to establish which information can be trusted, multiple strategies must be woven together." I think the Māramatanga (which also denotes enlightenment) brings a particularly interesting anlge. The page is and the reference for the pdf -
Feekery, A., Jeffrey, C., McKeagg, S. & Kara, H. (2018). Rauru Whakarare evaluation framework.
This is part of the Information Literacy Spaces website.
Photo by Sheila Webber: Glenelg, Australia, July 2019

Wednesday, August 21, 2019

Reuters Digital news report 2019

In June the Reuters Institute for the Study of Journalism published the 2019 Reuters Digital news report. The report is mainly based on responses to an online questionnaire, with research carried out by YouGov in January/February 2019, aiming for quota sampling, and the methodology is explained here. Additionally, they incorporate some results from a qualitative investigation of younger people in the USA and UK "The methodology included tracking actual online behaviour of 20 participants for several weeks, depth interviews, and small group discussions with their friends" (the full report on this is due next month). Key findings include
- "we find only a small increase in the numbers paying for any online news";
- "people are spending less time with Facebook and more time with WhatsApp and Instagram than this time last year... [however] [Facebook] remains by far the most important social network for news.";
- "WhatsApp has become a primary network for discussing and sharing news in non-Western countries" [including with people you don't know];
- "Concern about misinformation and disinformation remains high despite efforts by platforms and publishers to build public confidence" [but varies by country];
- "Across countries over a quarter (26%) say they have started relying on more ‘reputable’ sources of news2;
- There is more news avoidance (especially in the UK "Avoidance is up 3 percentage points overall and 11 points in the UK, driven by boredom, anger, or sadness over Brexit");
- smartphones are growing in importance "with two-thirds (66%) now using the device to access news weekly (+4pp)" and podcasts are an increasing news source, especially with younger people;
- there is an increase in using voice-activated devices for news, but it is still not used that much compared with e.g. smartphones.

Tuesday, August 20, 2019

Learning Why, Not How: Citing your sources

Another interesting discussion piece from Barbara Fister. I agree about needing to explain why citing things with enough detail and clarity is important - also a recent discussion on the ili-l list highlighted how helping learners to distinguish what kind of thing is in front of them on the screen is important too (notably, recognising when something is a journal article):
Fister, B. (2019, August 8). Learning Why, Not How: Citing your sources matters, but teaching citation just muddies the waters for first-year students [blog post].
Photo by Sheila Webber: good meal, Fish Butchery, Sydney, July 2019

Monday, August 19, 2019

Experts, knowledge and criticality in the age of ‘alternative facts’

A special issue of the priced journal Teaching in Higher Education (volume 24 issue 3, 2019) focuses on Experts, knowledge and criticality in the age of ‘alternative facts’: re-examining the contribution of higher education. Articles include:
- Just Google it! Digital literacy and the epistemology of ignorance by Ibrar Bhatt & Alison MacKenzie
- Rethinking the role of the academy: cognitive authority in the age of post-truth by Robert Farrow & Rolin Moe
- Towards a deconstructed curriculum: Rethinking higher education in the Global North by Rafe McGregor & Miriam Sang-Ah Park
Calling out ‘alternative facts’: curriculum to develop students’ capacity to engage critically with contradictory sources by Trudi Cooper
- The truth, but not yet: avoiding naïve skepticism via explicit communication of metadisciplinary aims by Jake Wright
- Understanding the world today: the roles of knowledge and knowing in higher education by Elizabeth Hauke
- Developing student research capability for a ‘post-truth’ world: three challenges for integrating research across taught programmes by Gwyneth Hughes
- The analytical lens: developing undergraduate students’ critical dispositions in undergraduate EAP writing courses by Mark Brooke, Laetitia Monbec & Namala Tilakaratna
Photo by Sheila Webber: Cat, Glenelg, July 2019

Friday, August 16, 2019

Teenage vocabulary and information literacy

A guest post of the CILIP Information Literacy Group's blog, by Sarah Pavey, published in late June: Does the level of teenage vocabulary impact upon their acquisition of information literacy concepts?
Photo by Sheila Webber: Sunset in Glenelg, July 2019

Thursday, August 15, 2019

Ignorance management

Two recently released videos from Australia: I must confess that I haven't watched these all the way through, but the bits I sampled looked interesting. "We talk about Knowledge Management but less so about Ignorance Management - and yet there is likely more ignorance in the world. And if knowledge is poorly understood then ignorance is even murkier. For this session, we will cover: The range of ignorances that we all find in organizational life and their impact on us; The benefits as well as the downsides of ignorance; The patterns of human behaviour that lead to ignorance; How we can harness as well as counter ignorance to lead to better outcomes."
Jason Collins:
Matt Moore:
Photo by Sheila Webber: Flat white, Paddington, Sydney, July 2019

Wednesday, August 14, 2019

New article: Information Literacy in Food and Activity Tracking

A New article by Pam McKinney and other colleagues here at the Information School:
McKinney, P., Cox, A.M., and Sbaffi, L. (2019). Information Literacy in Food and Activity Tracking Among Parkrunners, People With Type 2 Diabetes, and People With Irritable Bowel Syndrome: Exploratory Study. Journal of Medical Internet Research, 21(8):e13652. (open access)
"The aim of this study was to analyze food and activity tracking from an information literacy perspective. An online survey was distributed to three communities via parkrun, and the Irritable Bowel Syndrome Network. The data showed that there were clear differences in the logging practices of the members of the three different communities, as well as differences in motivations for tracking and the extent of sharing of said tracked data. Respondents showed a good understanding of the importance of information accuracy and were confident in their ability to understand tracked data, however, there were differences in the extent to which food and activity data were shared and also a lack of understanding of the potential reuse and sharing of data by third parties. .. Information literacy in this context involves developing awareness of the issues of accurate information recording, and how tracked information can be applied to support specific health goals. Developing awareness of how and when to share data, as well as of data ownership and privacy, are also important aspects of information literacy."
Photo by Sheila Webber: People jogging and walking in the Botanic Gardens, Sydney, July 2019

Tuesday, August 13, 2019

Reflection toolkit

A really useful resource from the University of Edinburgh: a Reflection toolkit with material both for those doing the reflection and for those facilitating or assessing reflection. Additionally there is a literature review on reflection, and a substantial bibliography. The material was mostly published December 2018/ January 2019
Photo by Sheila Webber: Sculpture (Lisa Slade: the life of stars), Adelaide, July 2019

Saturday, August 10, 2019

Recent articles: infolit and information behaviour of nurses; adolescents; students in Malaysia and South Africa

- Mohammed, A., & Haliru, Z. A. (2019). Exploring the postgraduate students’ perceptions, usefulness and effectiveness of information literacy skills at University of Malaya library. International Journal of Library and Information Science, 11(4), 23-34. (open access)
- Kwafoa, P. N. Y., Anhwere, B. K., & Manu, A. E. (2019). Use of electronic resources by postgraduate students in University of Cape Coast. International Journal of Library and Information Science, 11(2), 7-13. (open access)
- Lee, A., Alving, B. E., Horup, M. B., & Thrysoee, L. (2019). Information retrieval as a part of evidence-based practice: Retrieval skills, behavior and needs among nurses at a large university hospital. Nordic Journal of Nursing Research.(early publication) (I think this is priced) - results of a survey of nurses in Denmark "The most used electronic resources for retrieval of healthcare information were the local intra-net and Google, while bibliographic databases were used to a lesser extent.... Significant differences in competences and use of bibliographic databases were found between nurses who had graduated before and after an educational reform in 2011."
- Park, E., Kwon, M., Gaughn, M., Livingston, J. and Chang, Y-P. (2019). Listening to adolescents: Their perceptions and information sources about e-cigarettes. Journal of Pediatric Nursing, 48, 82-91. "adolescents receive information about e-cigarettes from advertisements, family members, their peers, social media, and internet." (priced)
Photo by Sheila Webber: Darling Harbour, Sydney, July 2019

Friday, August 09, 2019

Global Media and Information Literacy week conference

Registration is open for the feature conference of Global Media and Information Literacy week (in fact it takes place a few weeks before MIL week itself). The conference is in Gothenburg, Sweden, 24-25 September plus on 26 September the Youth conference. It is free of charge and the theme is Media and Information Literate Citizens: Informed, Engaged, Empowered. Registration closes on 31 August: I think what happens then is that if too many people have registered they will ask people to confirm, and the first people to confirm get the places. The programme is not released yet. I will be presenting at the conference (with Bill Johnston) on: Transformational Media and Information Literacy learning for adult citizens: “this street is full of heroes”.

Wednesday, August 07, 2019

Presentations (in German or English): infolit of engineers, business etc.

- From the IATUL seminar in Munich, December 2018 (presentations and recordings: some in English, some in German). Includes presentations on information needs of small business and of manufacturing companies, and of the hospitality industry; information skills for apprentices; Information literacy in the healthcare sector and in engineering. Go to
There are also proceedings of the information literacy strand of the IATUL conference (in English) at, for example Engineering graduates at work: Reality check for information literacy by Caroline Leiss and Pia Ludwig

- From the Bibliothekartag 2019 (all in German) numerous presentations (includes presentations on: a "didactics wheel" checklist for teaching; digital literacy; the information literacy of new engineers; developing an academic writing workshop; education for digital humanities) and (winning infolit posters)
Photo by Sheila webber: approaching Sydney, July 2019

Tuesday, August 06, 2019

7 Things You Should Know About Digital Badges

The latest in EDUCAUSE's 7 Things series is 7 Things You Should Know About Digital Badges. Like all these documents, it is a 2-pager with links.

Monday, August 05, 2019

Online trust, fact-checking, disinformation

A report, a research project and a conference, around the theme of the credibility of online information:
(1) Full Fact. (2019). Report on the Facebook Third Party Fact Checking programme Jan-June 2019. Full Fact (the independent fact checking organisation) have been employed by Facebook to check up on the validity of items flagged as questionable on Facebook. They have also been developing a set of categories to tag those items once examined. The report explains what they have been doing, and reports on what they found. "We joined the programme in January in a bid to help tackle misinformation online. When we signed up to the project we committed to regular reporting to ensure our transparency, openness and impartiality was protected. This report is the first in a series of reports that will provide insight into the nature of misinformation on social media and to assess how effectively the project is tackling it." Go to (description) and (report)

(2) The Conference on Truth and Trust Online (TTO) takes place October 4-5 2019 in London, UK. The aim is "to bring together all parties working on automated approaches to augment manual efforts on improving the truthfulness and trustworthiness of online communications. Truth and Trust Online is organised as a unique collaboration between practitioners, technologists, academics and platforms."

(3) Social Media, Online Disinformation, and Elections: A Quantitative, “Big Data” Perspective is a research project where they "use large-scale text analysis with the GATE open-source platform (aka AI or more specifically, natural language processing) to gain valuable quantitative insights from large volumes of social media content, and thus, help answer important open questions". This is based at my own university, the University of Sheffield, UK, but in a different department. More info at
Photo by Sheila Webber: e-scooter, Adelaide, July 2019

Friday, August 02, 2019

Open access: International Handbook of Health Literacy

Recently published on open access:
Okan , O., Bauer , U., Levin-Zamir, D., Pinheiro , P. & Sørensen, K. (eds). (2019) International Handbook of Health Literacy : Research, practice and policy across the lifespan. Bristol: Policy Press.
This is a substantial and rich publication of 45 chapters, addressing issues of definition, policy, equity and much more.
Photo by Sheila Webber: sunset, Glenelg, Australia, July 2019

Thursday, August 01, 2019

An interview with Lewis Li, Information Instruction Librarian

Just published, a longish interview with a Hong Kong librarian who has information literacy as a key part of his job; in the relaunched open access magazine of CILIP's International Library and Information Group:
Evolution of One-on-one Research: Consultations in the Age of the Internet: An interview with Lewis Li, Information Instruction Librarian, Hong Kong University of Science and Technology. Focus on International Library and Information Work, 50(1), 17-26. (this link was also given)
Photo by Sheila Webber: Manly, July 2019

Wednesday, July 31, 2019

Recent articles: cultural capital; assessment and professional legitimacy; financial literacy

The latest issue of open access publication College and Research Libraries (volume 80, No 5, 2019) includes the following:
- Reframing Information Literacy as Academic Cultural Capital: A Critical and Equity-Based Foundation for Practice, Assessment, and Scholarship by Amanda L. Folk. "Within the past decade, academic librarianship has increased its focus on critical librarianship and assessing student success, as well as undergoing a complete reconceptualization of information literacy. However, our assessment and scholarship related to information literacy and student success largely neglects the persistent racial and social-class achievement gaps in American higher education. This article draws upon a critical social theory commonly used in higher education research—cultural capital—to consider the ways in which information literacy as threshold concepts may enable or constrain success for students whose identities higher education has traditionally marginalized. Finally, Estela Mara Bensimon’s equity cognitive frame is introduced to consider the ways in which we can ground our practice, assessment, and scholarship in our professional values of equity and inclusion."

- A Seat at the Table: Information Literacy Assessment and Professional Legitimacy by Robert Detmering, Samantha McClellan, Amber Willenborg. "This qualitative study explores academic librarians’ perceptions of and experiences with information literacy assessment, focusing primarily on issues of professional identity, agency, and power. Findings from in-depth interviews reveal that instruction librarians view teaching as integral to their professional identity and use assessment to legitimize that identity, both personally and at the institutional level. While this suggests that assessment has the potential to elevate the status of librarians on campus, the interviews also highlight ongoing professional and organizational tensions that hinder assessment efforts and inhibit librarian agency. The authors recommend more transparent communication, among other strategies, to address these challenges."

- Library Support for Student Financial Literacy: A Survey of Librarians at Large Academic Institutions by Lauren Reiter, Bronson Ford
Go to
Photo by Sheila Webber: Circular Quay, Sydney, Australia, July 2019

Tuesday, July 30, 2019

Webinar recordings: Communities of practice; Infolit in health sciences

Two webinar recordings. Firstly, the latest webinar from the Information Digital and Media Literacy Mindsets group (held on July 4 2019) was Communities of practice for staff development in information literacy, presented by Clare McCluskey-Dean."This webinar offered an overview of a project at York St John University (UK). Based on interviews and a survey carried out for doctoral research, a community of practice in information literacy was discovered, covering academic and professional staff across the institution." The recording is at

Secondly, on June 19 2019 Credo Reference held a webinar entitled Information Literacy in Context—Expanding Foundational Skills Instruction into the Disciplines, which focused on information literacy in the health sciences. It was delivered by Jonna Peterson, senior clinical informationist at Northwestern University, USA, and Amanda DiFeterici, instructional librarian and product manager at Credo Reference. Go to
Photo by Sheila Webber: Cablecar, Taronga Zoo, Sydney, July 2019

Monday, July 29, 2019

Recent articles: Rubric for syllabus analysis; games to teach IL; School/Uni partnership; Students' everyday info seeking; digital literacy

The latest issue of priced publication Reference Services Review is Volume 47 Issue 2. It includes
- Revealing instruction opportunities: a framework-based rubric for syllabus analysis by Melissa Beuoy, Katherine Boss ("The purpose of this paper was to develop a rubric based on the ACRL framework to analyze departmental syllabi")
- Chat reference: evaluating customer service and IL instruction by Julie Hunter, Samantha Kannegiser, Jessica Kiebler, Dina Meky
- The power of partnerships by Christy Groves (partnership between a university in the USA and a local school)
- Commercial tabletop games to teach information literacy by Carl O. DiNardo, Mary J. Snyder Broussard
- Development of a framework for digital literacy by Julia Feerrar
- On their own terms by Elizabeth Kocevar-Weidinger, Emily Cox, Mark Lenker, Tatiana Pashkova-Balkenhol, Virginia Kinman (research investigating how first-year students conduct everyday life research)
Go to:
Photo by Sheila Webber: Sunset, Sydney Harbour Bridge, July 2019

Friday, July 26, 2019

#LOEX2019 conference presentations; faculty; research; wonderment; design thinking

Presentations are available from the LOEX (US information literacy) conference that took place in May 2019. Lots of interesting items, including:
- Blazing a Trail for Literacy Exploration through Design Thinking, from Julia Feerrar (Virginia Tech -- Head, Digital Literacy Initiatives) and Miko Nino (Virginia Tech -- Instructional Design & Training Manager) (presenetation and handout)
- Amazing Races Spanning from Outdoor Instruction All the Way to Virtual Reality from Felicia A. Smith (Stanford University -- Head of Learning & Outreach) (presentation)
- Braving the Wilderness: Using Text Analysis and Encoding to Teach Students about Literature Reviews from Sandy Hervieux (McGill University -- Liaison Librarian) and Katherine Hanz (McGill University -- Liaison Librarian) presentation)
- Creativity and Wonderment: Applying Waldorf Education to Information Literacy Instruction from Paul Worrell (McKendree University -- Reference and Instruction Librarian)
- "The Times They Are A’Changing": Information Literacy Instruction, Faculty Ownership, and Student Success from Alexandra Hamlett (Guttman Community College, CUNY -- Information Literacy Librarian) and Meagan Lacy (Guttman Community College, CUNY -- Information Literacy Librarian) (presentation)
- Uncovering First-Year Students’ Conceptions of the Research Process from Brianne Markowski (University of Northern Colorado -- Information Literacy Librarian) and Rachel Dineen (University of Northern Colorado -- Information Literacy Librarian) (presentation)
Go to
Photo by Sheila Webber: Sand and sea, Manly Beach, Australia, July 2019

Thursday, July 25, 2019

LILi conference

It is not too late to register for the FREE Friday, August 2nd 2019 LILi Conference, 9:30 am - 2 pm: "Creating Connections: Extending Our Instructional Reach Through Collaborations & Community Partnerships", taking place CSUN, California, USA.

The conference will include "Empowering Comunidad: Latino Civic Engagement" (15-20 min. presentation), "Down the Rabbit Hole: YouTube in the Age of Misinformation and the Road to Absolution" (5-10 min. lightning talk), "Implementing a Cultural Competence Framework Into Information Literacy Instruction" (Poster), and more. You can find the complete schedule here:

Monday, July 22, 2019

Online course: Addressing Misinformation and Fake News: Resources and Strategies

From Library Juice Academy, an online course running from 5 to 30 August 2019: Addressing Misinformation and Fake News: Resources and Strategies. It is led by Sarah Morris and costs US $175. More information at
"The overall goal of this course is to empower participants with a deeper understanding of what misinformation is, with strategies they can use to address misinformation with patrons, and with a sense of how libraries and librarians are uniquely suited to tackle misinformation with patrons and to empower patrons with the literacy skills they need to deal with misinformation themselves."

Thursday, July 18, 2019

Recent articles: digital literacy; mobile infolit; refugees; Complementary medicine information seeking

- Spires, H. (2019). Critical Perspectives on Digital Literacies: Creating a Path Forward. Media and Communication, 7(2).
- Pinto, M. et al. (2019 ). Scientific production on mobile information literacy in higher education: a bibliometric analysis (2006–2017). Scientometrics, 120(1), 57–85.
"This paper offers a bibliometric analysis of the scientific production on Mobile Information Literacy in Higher Education published between 2006 and 2017, taking into account papers covered by Web of Science, Scopus, Library and Information Science Abstracts, Library and Information Science and Technology Abstract, and Education Resources Information Center. Bibliometrics, as an integral part of research evaluation methodology, helps us to identify the subject’s evolution over the period studied. In this research we aim to: (a) identify the most relevant journals that publish literature in this field, (b) calculate the authors’ average productivity and identify the most productive authors, and (c) discover the most significant trends in this academic field, through statistical and co-occurrence word analyses of the titles and the keywords used to index papers. The bibliometric results of this research provide a snapshot of the literature on Mobile Information Literacy that highlights the most relevant journals, authors, and trending keywords."
-Pandey, S. & Ilavarasan, P.V. (2019). People, information and culture: Locating forms of capital by Afghan Sikh refugees in India through ICTs. Technological Forecasting and Social Change, 146, 331-338.
"For refugees, information and communication technologies (ICTs) are as important as physical infrastructure... The refugees are building the cultural capital by sharing information in Facebook in the host countries... The refugees negotiate their state of vulnerability by seeking accurate information through text messages and Whatapp groups... The refugees relive and build socio-cultural identities through the Facebook and the Whatsapp."
- Barnes, L. et al (2019). Complementary medicine products information-seeking by pregnant and breastfeeding women in Australia. Midwifery, 77, 60–70.
"The objectives of this study were to identify and explore pregnant or breastfeeding women's sources of, and rationale for seeking complementary medicine products information, the types of information sought, and how women felt their health care practitioners can help them receive information that meets their needs. ... A qualitative research design consisting of in-depth interviews and focus group discussions was conducted. Data were thematically analysed. Participants also completed two validated health literacy screening tools. ... Twenty-five women (n=7 pregnant, n=17 breastfeeding, n=1 both pregnant and breastfeeding) who currently used complementary medicine products participated. ... Twenty-four participants had high health literacy according to the validated screening tools. Around half of the participants had used complementary medicine products for most of their lives and 17 had used complementary medicine products to resolve or manage complex health conditions in adulthood or childhood. Women sought complementary medicine products information from three main sources. 1) Practical and safety information on complementary medicine products was sought from health care practitioners and published research; 2) health care practitioners were also sources of information on reasons for complementary medicine products recommendations and physiological actions; and 3) sharing experiences of complementary medicine products use with other mothers appeared to help women understand what to expect when taking complementary medicine products, support social-emotional wellbeing and encourage participants to look after their own health. Participants strongly expressed the desire for their mainstream biomedical health care practitioners to be more informed in, and open to, complementary medicine product use in pregnancy and breastfeeding."
Photo by Sheila Webber: Glenelg beach, July 2019

Tuesday, July 16, 2019

Slides: Media and Information Literacy: creative and critical engagement across the curriculum and beyond #RBE2019

Today I delivered a workshop Media and Information Literacy: creative and critical engagement across the curriculum and beyond university life at the Research-Based Education conference at the University of Adelaide, Australia, together with Bill Johnston. These are the slides

This was the abstract: The aims of this workshop are: to unpack UNESCO’s “composite concept” of Media and Information Literacy (MIL) and its relationship to research-based learning (RBL), and to stimulate participants to reflect on how MIL could enhance learning for citizenship.
Literature already links Information Literacy (IL) and IBL/RBL e.g. Lupton (2017), McKinney (2013): Levy & Petrulis’ (2012) framework for students’ IBL can be used to scaffold development of both disciplinary understanding and IL. However, MIL adds an extra dimension to IL, enfolding concepts of intercultural awareness, social justice and critical engagement with media. These aspects are vital at a time when misinformation challenges democratic society by promoting false knowledge claims and underpinning populism and hate speech (European Commission, 2018). Johnston, MacNeil & Smyth (2018) also identify that a Freirian critical pedagogy is a necessary component of the concept of an inclusive, open, information literate, digital university. A rich discourse is developing around the MIL concept (e.g. via GAPMIL and Global MIL week), but focused primarily on schools (e.g. Wilson et al., 2011) and opportunity exists to explore MIL in the Higher Education context.
Johnston, B. MacNeill, S. & Smyth, K. (2018). Conceptualising the Digital University: intersecting policy, pedagogy and practice. Palgrave Macmillan.
European Commission. (2018). A multi-dimensional approach to disinformation: Report of the independent High level Group on fake news and online disinformation.
GAPMIL: Global Alliance of Partnerships on Media and Information Literacy.
Levy, P. & Petrulis, R. (2012). How do first-year university students experience inquiry and research, and what are the implications for the practice of inquiry-based learning? Studies in Higher Education, 37(1), 85-101.
Lupton, M. (2017) Inquiry learning: A pedagogical and curriculum framework for information literacy. In D. Sales & M. Pinto. (Eds.) Pathways into information literacy and communities of practice: Teaching approaches and case studies. (pp.29-51). Chandos Publishing.
McKinney PA (2013) Information literacy and inquiry-based learning: evaluation of a 5 year programme of curriculum development. Journal of Librarianship and Information Science, 46(2), 148-166.
UNESCO. (no date). Media and Information Literacy: a composite concept.
Wilson, C. et al. (2011). Media and Information Literacy curriculum for teachers. UNESCO.

Monday, July 15, 2019

Cocreating using Echo360; Group drama to develop intercultural competence; Researchers in residence #RBE2019

My last liveblog today from the Research-Based Education conference at the University of Adelaide, Australia.
Harrison Lees and Dalestair Kidd talked about employing students to co-create learning material with Echo360, in modules that they had already taken. The student creators gave feedback that they had benefited with having the additional interaction with lecturers, and it helped them understand the subject more. The students who were using the student-co-created Echo360 activities gave mainly positive feedback, appreciating actitivities like quizzes. Echo360 has inbuilt note taking software, and one message was to make students aware of this, also to introduce the activities early on so they get used to using them. This was part of the University of Adelaide's Students as Partners initiative, and students get paid: this was seen as important, so students did not feel exploited. The student presenters also urged academics to be receptive to students' new ideas and to follow up with the student.
Kayoko Enomoto and Richard Warner (University of Adelaide) presented on Living the language: an innovative group drama project for students to step into the shoes of others. They were talking about a group project designed to develop employability skills in an undergraduate module in a Japanese programme. They were aiming to develop discipline specific skills, intercultural competence, teamwork/ communication skills and critical thinking and research skills. Intercultural competence is seen as important to enrich linguistuc competence (although it was highlighted that the concept of IC is the subject of debate).The speakers identified the difficulty of "selling" group work to students (something that has come up in most of the sessions at the conference so far!). A four stage loop model of intercultural competence by Deardorff was used.
In this project, groups of 4-5 students (in a class of about 60, with different disciplinary backgrounds) had to write a drama scenario in Japanese, which focused on a selected socio-cultural issue. A list of issues was given, from which the students chose; examples are shut-ins, maternity harassment (forcing women to resign when they get pregnant), the ageing population. The students have to do searches for evidence for their dramas, using search skills and critical thinking. The drama format enables the "shoes of others" element.
Students are not necessarily interested in socio-cultural issues when they start the module (they might just want to learn the language). Bringing in Japanese exchange students was one strategy to motivate interest, and video presentations from previous cohorts were shown. The groups had to draw up a group contract, and do a storyboard (using a template), and these counted towards the final mark, as did the final drama (which they had to perform). There was an element of peer assessment. Student feedback indicated that the exercise did contribute to the development the tutors wanted, and also that some quieter students performed enthusiastically in the drama element.
Finally, Brendan Bentley (University of Adelaide) talked about Researchers in residence. This is an initiative in a Masters of Teaching degree. The student, who has to produce a 20,000 word dissertation, is placed with an employer (school) to undertake context-relevant research. This may be the same school as where the student does a placement, but not always. Bentley stressed the importance of having a programme coordinator who can main good connections with employers and understands the needs of the schools and thus the research questions that need to be pursued. It was also important to understand the skills that the preservice teachers do (and do not) have. The data that is analysed by students in usually secondary data. An executive summary of the research is given to the host school, and findings are presented at a conference of fellow students and other stakeholders.

Beyond books and articles: designing digital capabilities for the future #RBE2019

More liveblogging (so, instant impressions) from the Research-Based Education conference at the University of Adelaide. Fiona Mariner (University of Adelaide, Digital Learning Coordinator in the library) talked about Beyond books and articles: designing digital capabilities for the future. They had taken a face to face course in the Faculty of Arts, and turned it into an online module. It was a colaborative effort with the library, the course coordinators and the Learning Enhancement and Innovation team.
It "started as a problem of numbers" with not enough librarian-hours available, but also there seemed to be opportunities when going online. The team wanted to do more in terms of developing digital capabilities, and an online module gave a more flexible format. The university has developed a digital capabilities model (based on JISC's work). The underpinning concepts were metaliteracy (as mentioned before at various times on this blog, developed by Jacobson and Mackey); transferable skills in terms of scaling up, or transfering from one context to another (important on the Arts foundation course that this was targeted at); learner-centred design.
The students themselves are diverse, since it includes mature students, distance and oncampus students, and students from different faculties. The team aimed at backwards design, and identified a variety of learning outcomes. Based on those, they developed an assessment sheet, which aimed to encourage scaffold students progress towards carrying out a research/essay assignment and also get them to reflect on their progress and activities. The learning material included videos, activities and supporting material.
The topics covered went from finding and discovering existing knowledge, through critically evaluating, referencing and presenting in different ways. Although there was positive feedback from academics, the online module did not get systematically integrated into the class.
They have got some feedback from a separate group of students. There was positive feedback on a number of aspects, but the team got useful feedback e.g. that the students didn't navigate in the way expected, and they wanted more activities. Next time, they will involve students in the process a lot earlier. They also want to offer more support and liaison with academics. They would like to work more closely e.g. with the writing centre. They also feel they may need to have two online modules: one to be integrated into class, and the other self-paced.
Photo by Sheila Webber: catching thr tram from Glenelg this morning (apologies, I wasn't in a good place to take photos during the session)

A large scale capstone research course connecting students to researchers and careers #RBE2019

I'm going to do a bit of liveblogging from the Research-Based Education conference I'm attending at the University of Adelaide, Australia. As usual, these are my instant impressions of what was said. Nichola Thompson talked about development of a capstone research placement course in the final year of an undergraduate Health and Medical Sciences degree. The course has about I think) 300 students per year. The capstone course involves joining a research group in a research topic relevant to their major interest. They had 55 projects in the last year. The projects vary e.g. they may be lab based, systematic reviews, using existing data sets. The research is supported by core modules (online) concerning research methods, ethics etc., and support in areas such as using the research literature. In semester 2, activities include a journal club. There are multiple modes of assessment e.g. recording a presentation about the research, and presenting a final poster on the research, as well as reports and marks associated with the core modules. The students have been very positive about this initiative, but there are challenges. These include finding enough projects and willing researchers to lead them, costs of the lab projects, perception that some of the projects are more challenging/interesting than others, the marking load (and quality assurance of marking). Some students are uncomfortable with projects with no "right" answer, or don't want to commit enough time, or don't see the relevance of research to their future careers. The researchers may not be used to engaging with undergrad students, so expect a higher a level of skills and may not be used to engaging with unmotivated students, and might also expect that they only get the "top" students, and workload. I asked, and they did involve the librarians!

Friday, July 12, 2019

Online course: Incorporating Sustainability into Information Literacy

Library Juice Academy are running a short online course 5 o 30 August 2019: Incorporating Sustainability into Information Literacy, Library Programs, and Library Organizations. The course is run by Sharon Radcliff and costs US $175. "In this course, participants will learn about the history of sustainability as a discipline and set of practices, and explore it through readings, visual material, exercises, and online discussion. Students will create a final project plan for a program, policy, or lesson, incorporating various principles of sustainability, in order to benefit students, library patrons, the organization, and/or the community." For more info and registration go to
Photo by Sheila Webber: outside Adelaide Airport, July 2019

Thursday, July 11, 2019

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

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

Wednesday, July 10, 2019

Cartoon video series on misinformation and online resilience #maddiesonline

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

Tuesday, July 09, 2019

Online Nation (UK) 2019

At the end of May, Ofcom published a new report Online Nation, with a great deal of information about the information and media habits of the UK population. It brings together Ofcom's rich research. Home page at
Pdf at
Photo by Sheila Webber, taken in second Life (TM Linden Lab)

Monday, July 08, 2019

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

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

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

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

Friday, July 05, 2019

Call for proposals: Critical Librarianship and Pedagogy Symposium

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

Thursday, July 04, 2019

Media and Information Literacy #cilipconf19

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

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

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

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

Tuesday, July 02, 2019

Health Information Week #HIW2019

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

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

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

Monday, July 01, 2019

Call for proposals OERS in libraries

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

Online Educational Resources #OERs

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

Friday, June 28, 2019

Webinars: The grounded instruction librarian

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

Thursday, June 27, 2019

A community of practice for staff development in information literacy

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

Tuesday, June 25, 2019

Experiential Learning Toolkit

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

Monday, June 24, 2019

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

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

Saturday, June 22, 2019

@Cam_ILN Cambridge Information Literacy Network update

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

Friday, June 21, 2019

Ocean Literacy

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

Thursday, June 20, 2019

Active Learning

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

Tuesday, June 18, 2019

Call for chapters for Critical Library Pedagogy in Practice

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

Monday, June 17, 2019

Presentations from CILIP Scotland conference

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

Friday, June 14, 2019

Syllibi of credit bearing information literacy courses

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

Thursday, June 13, 2019

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

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

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

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

Go to: home page - and pdf of this issue
Photo by Sheila Webber: more poppies on Blackheath, June 2019