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 https://www.slideshare.net/CILIPScotland/clipboards/cilips-conference-2019
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 https://drive.google.com/drive/folders/1WkXkcv7UymlR3F2jAf_yMrULxxAFy96J?usp=sharing
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 - https://www.ifla.org/publications/ifla-journal and pdf of this issue http://www.ifla.org/files/assets/hq/publications/ifla-journal/ifla-journal-45-2_2019.pdf
Photo by Sheila Webber: more poppies on Blackheath, June 2019

Wednesday, June 12, 2019

Call for papers: ISIC 2020: the Information Behaviour Conference

There is a call for papers for ISIC 2020: the Information Behaviour Conference, which takes place at the University of Pretoria, South Africa, 28 September - 2 October 2020.
"The ISIC conferences focus on people's contextualised interactions with information. We welcome interdisciplinary information research, taking influence from fields such as information science, information studies, library studies, communication studies, computer science, education, information management, information systems, management science, psychology, social psychology, sociology, and other disciplines. A common thread is the focus on contextualised information activities, expressed as 'information behaviour', 'information practice', 'information seeking', 'information experience' and others. For the 2020 conference, authors are invited to particularly consider issues of misinformation, and application of information behaviour research to practice. However, all theoretical and empirical work that falls within the broad scope of the conference is welcome. The conference includes full and short papers, panels, workshops, posters, and a doctoral workshop."
Deadline for submissions is 31 January 2020. For more details go to http://isic2020.co.za

Tuesday, June 11, 2019

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

There is a free webinar on 19 June 2019 at 3-4pm UK time, organised by the OneHE Mindsets Information Digital & Media Literacy thematic network: Citizens’ approaches to evaluating political ‘facts’ in the fake news era. It is presented by Professor Rita Marcella and Dr Graeme Baxter, Robert Gordon University. "Recent years have seen significant public discourse surrounding the concepts of ‘post-truth politics’, ‘fake news’, and ‘alternative facts’ online, with much of it focusing on ‘Brexit’ or Donald Trump’s election campaign and presidency. This webinar will reflect upon recent research into fact response, fact checking, and the journey of the political fact. This research, conducted during the 2017 UK General Election campaign, consisted of two interrelated studies: 1) an online survey of the general public (n = 538); and 2) a series of 23 electronically-assisted interviews with citizens in North-East Scotland. Both studies explored the tactics and heuristics used in evaluating the credibility of ‘facts’ presented online by Scottish political actors." Register at https://www.eventbrite.co.uk/e/citizens-approaches-to-evaluating-political-facts-in-the-fake-news-era-registration-62206243549
Photo by Sheila Webber: bee on Eschscholzia californica, June 2019

Monday, June 10, 2019

Recent articles: community of practice; people of colour

Recent articles from the open access journal College & Research Libraries News include: from Vol 80, No 5, 2019
- Information Literacy Faculty Fellows program: Building a faculty-librarian framework community of practice by Stephanie Crowe, Anne Pemberton, Vonzell Yeager "The Framework for Information Literacy for Higher Education (Framework) calls upon librarians to think of information literacy as a concept to be applied beyond the one-shot session, suggesting that the “Framework…is intended to be developmentally and systematically integrated into the student’s academic program at a variety of levels."
- Empowering collaborations and creating brave spaces: People of Color in Library and Information Science Summit by Nataly Blas, Aisha Conner-Gaten, Rachel Deras, Jessea Young "The William H. Hannon Library at Loyola Marymount University (LMU) in Los Angeles, California, held the first People of Color in Library and Information Science (POC in LIS) Summit on July 13, 2018. The summit was a collaborative planning effort by LMU librarians to create a productive and brave space for POC, especially women and marginalized identities, working in the information sector. The POC in LIS Summit invited participants to challenge their roles as information workers and acknowledge that dominant narratives may be disrupted."
Table of contents at https://crln.acrl.org/index.php/crlnews/issue/view/1127/showToc
Photo by Sheila Webber: foxgloves, June 2019

Saturday, June 08, 2019

Health libraries: Teaching and Learning in Action

Donna Iriving is the new editor of Health Information and Libraries Journal's "Teaching and Learning in Action Regular Feature" and she has started by summarising "examples of your best practice" from articles in the past five years (priced article).
Iriving, D. (2019). Tell me and I'll forget; show me and I may remember; involve me and I'll understand: a review of the Teaching and Learning in Action feature. Health Information and Libraries Journal, 36(2), 190-194. https://doi.org/10.1111/hir.12259
Photo by Sheila Webber: alium head, June 2019

Thursday, June 06, 2019

#uklibchat - past on UX, future on #healthliteracy

On Monday 3rd June there was a #uklibchat tweetchat on UX Research. When announcing it, they said "User Experience research is all about exploring the needs and behaviours of our users. This research is conducted with a variety of different qualitative and quantitative methods, many of which are fairly new to the library sector, such as: observation; behavioural mapping; cognitive mapping; usability testing; touchstone tours; cultural probes; semi-structured interviews and user journey mapping."
The wakelet with the chat archive is here https://wakelet.com/wake/7decb843-e4e5-471b-afa7-9bd8e44bb145.
The #uklibchat website is at https://uklibchat.wordpress.com/ and the next #uklibchat will be at on 1st July 2019, 7pm-8.30pm UK time (which is, for example, 2pm-3.30pm US EST) on health literacy, and communicating information to patients and the public.
Photo by Sheila Webber: the first wild strawberries by my front door, June 2019

Wednesday, June 05, 2019

Call for chapters: Teaching About “Fake News”: Lesson Plans for Different Disciplines and Audiences

There is a call for chapters for a proposed book to be published by ACRL: Teaching About “Fake News”: Lesson Plans for Different Disciplines and Audiences. The Editors are Candice Benjes-Small (Head of Research) and Mary K. Oberlies (Research and Instruction Librarian), William & Mary; Carol Wittig (Head of Research and Instruction, University of Richmond). "The problem of “fake news” has captured the attention of administrators and instructors, resulting in a rising demand for librarians to help students learn how to find and evaluate news sources. But we know that the phrase “fake news” is applied broadly, used to describe a myriad of media literacy issues such as misinformation, disinformation, propaganda, and hoaxes. There’s no way we can teach everything there is to know about “fake news” in a 50-minute one-shot library session. What we can do is tailor our sessions to be relevant to the specific audience. For example, a psychology class may benefit from a session about cognitive biases, while an IT class might want to talk about the non-neutrality of algorithms. Special populations such as non-traditional students or writing center tutors could also be considered." Chapter proposals have to be submitted by July 31, 2019, via the form here which requires a 100 word abstract of the proposed chapter and a sample learning activity. You have to identify a specific discipline, or a specific audience (e.g. first-year students)
Final chapters will be 2,000-3,000 words in length and have a fixed structure: "it will begin with an overview of that specific aspect of fake news and be grounded in the established scholarship. Next it will include a brief annotated list of accessible readings that could be assigned to participants ahead of a workshop when appropriate. Authors will be asked to house a student-friendly PowerPoint version of their chapter in the ACRL Framework for Information Literacy Sandbox; the teaching librarian could use it as-is or modify it for the direct instruction portion of a session. Finally, each chapter will include hands-on activities and discussion prompts that could be used in the actual workshop." Email teachingaboutfakenews@gmail.com with any questions.
Photo by Sheila Webber: Alium and bee, June 2019



Tuesday, June 04, 2019

New articles from @JInfoLit - Academics; Story time; Teens and video games; Learning diaries

Volume 13 No. 1 (2019) of the open access journal Journal of Information Literacy has been published. The articles are:
- Shaking up story time by Bartlomiej A. Lenart and Carla J. Lewis (Looks at the Philosophy for Children (P4C) method)
- What academics really think about information literacy by Deborah Stebbing, Jane Shelley, Mark Warnes, Carol McMaster ""We took a qualitative approach to this research, using semi-structured interviews with a convenience sample of participants drawn from nursing subjects and business subjects in a post-1992 university in the United Kingdom. The research questions asked about academics’ perception of IL, the impact of their discipline on IL and their view of the ideal information literate student. Six key areas of concern emerged around the teaching of IL: students transitioning into higher education, developing evaluation skills, the significance of the undergraduate major project and discipline differences, the information landscape and the perceived need for preparation for IL at work. The article discusses the findings, difficulties surrounding students achieving adequate IL and considerations for future practice in delivering focused IL support."
- How do teens learn to play video games? by Ruth S. Contreras-Espinosa, Carlos A. Scolari. "The aims of this article are to identify the main ILS ]informal learning strategies] that teens apply as they acquire and improve their video game literacy, and to develop a series of categories for analysing and classifying these informal learning experiences."
- Attribution and plagiarism in the creative arts by Joanna Hare, Kimburley Choi
- Using learning diaries to evaluate and improve online information literacy and academic skills provision by Aidan Tolland, Dr, Rebecca Mogg, Amanda Bennett
There are also book reviews and conference reports. Go to https://ojs.lboro.ac.uk/JIL/issue/view/206
Photo by Sheila Webber: Rose, Sheffield, June 2019

Monday, June 03, 2019

California Conference on Library Instruction presentations: student learning; reimagining one-shot; intersectionality

Presentations from the California Conference on Library Instruction held on May 3 2019 are available. There is a recording of the keynote, Curiosity, Compassion, and Conversation: Facilitating Student Learning in the Library from Melanie Chu (Director of the Library & Learning Services, Lake Tahoe Community College). Presentation slides include:
- Goodbye Scavenger Hunt! Hello Problem-Based Scenarios from Tessa Withorn (Online Learning Librarian, California State University Dominguez Hills)
- Reimagining a Standard One-Shot with Critical Information Literacy: Diversity within Google, the Deep Web and Library Databases from Robin D. Lang (Instructional Services Librarian, Point Loma Nazarene University)
- Empowering Students through a Feminist Framework: Intersectionality and Primary Source Literacy from Sharon Ladenson (Gender and Communication Studies Librarian, Michigan State University Libraries)
Go to http://www.cclibinstruction.org/2019-conference/
Photo by Sheila Webber: rhododendrons in Greenwich park, May 2019

Saturday, June 01, 2019

Library Publishing and information literacy

The numerous presentations from the IFLA Library Publishing Mid-Term Meeting (Dublin 2019) have been linked from https://www.ifla.org/node/92080 The first time I tried, some the links to the pdfs did not work, although they seem to be ok now. Through careful research (i.e. googling) I discovered that at least some of the presentations are also in the repository of the Dublin Business School (venue for the conference, I think), including:
- Kevin Stranack: Open Education, Open Access, and Open Source: Information literacy Instruction through course-based publishing https://esource.dbs.ie/handle/10788/3632 and also https://www.ifla.org/files/assets/library-publishing/publications/midterm-dublin-2019/kevin_stranack_2019.pdf
Numerous presentations (and teh video of the keynote) would be of interest to those concerned with open access, open education and scholarly publishing.
Photo by Sheila Webber: back from the farmers' market, May 2019

Friday, May 31, 2019

Library TeachMeet: Employability and information/digital literacies

There is a free Library TeachMeet: Employability and information/digital literacies to be held at Canterbury Christ Church University, Canterbury, UK, on 16 July 2019. The keynote speaker is David White, Head of Digital Learning, University of the Arts London, talking about Avoiding the skills trap: Reflections on using the UAL Digital Creative Attributes to design teaching and learning. You can participate by: taking 20 minutes to present an idea, research or pilot an activity; giving a 5-10 minute lightning talk to showcase an idea or activity; participating in the world café session where everyone can share their ideas, experiences or reflections on the day. "Do you currently embed employability within your teaching? Are you struggling with how you can incorporate employability themes in your sessions? If the answer is yes to either of the above, this is the TeachMeet for you! As librarians, we develop students’ information and digital literacies. Something that is less explicit in our role is how we enhance student employability. Developing graduate attributes or professional skills are inescapable priorities within education and especially Higher Education. Our TeachMeet offers you the chance to pilot and learn new teaching ideas, share successes and failures, while also meeting colleagues who face the same challenges."
To express interest, email lynsey.blandford@canterbury.ac.uk "with details of what you will share and your preference for a 20 minute or a 5/10 minute talk or activity."
Photo by Sheila Webber: Tulip Tree (Liriodendron tulipifera), Greenwich Park, May 2019

Thursday, May 30, 2019

#can19 livestreaming and slides

The Change Agents' Network conference is taking place at the Open University, with a strong focus on students-staff collaboration. Today the keynotes (Scott Hayden and Liz Marr) are being livestreamed - just go to http://stadium.open.ac.uk/stadia/preview.php?s=1&whichevent=3280&option=both&record=0  The first keynote is at 9.30 UK time.
The programme is here https://www.can2019.co.uk/programme and the Twitterstream here hhttps://twitter.com/hashtag/can19?f=tweets&vertical=default&src=hash
One interesting set of slides from a parallel session yesterday is Enabling student reflection and wellbeing with the ‘Our Journey’ tool https://docs.google.com/presentation/d/1BYKTv5zvsLMXjA6WGjjXmnVZCaPU-EJsNoRMEVgqfZo/edit#slide=id.p

Wednesday, May 29, 2019

5 Things You Should Read About Universal Design for Learning

This year's Five things you should read about ... list (from the ACRL Instruction Section) is 5 Things You Should Read About Universal Design for Learning. It is a simple 2 page annotated list, with 3 books, one article and a website, so a handy reference. The pdf is here: https://acrl.ala.org/IS/wp-content/uploads/5-Things-You-Should-Read-About-Universal-Design-for-Learning.pdf and the page with links to all the lists is here https://acrl.ala.org/IS/instruction-tools-resources-2/pedagogy/five-things-you-should-read-about/
Photo by Sheila webber: Violet roses, May 2019. I'm sure that colour took a lot of designing from the rose growers.

Tuesday, May 28, 2019

Online discussion of article "Drawing on students' funds of knowledge"

ACRL Instruction Section has organised a virtual brown bag session at two alternative times: June 3 2019 at 1pm US Central time (which is 7pm UK time) or June 4 2019 at 11am US Central time (which is 5pm UK time) to discuss:
Folk, A. L. (2018). Drawing on students' funds of knowledge: using identity and lived experience to join the conversation in research assignments. Journal of Information Literacy, 12(2) https://doi.org/10.11645/12.2.2468
"These brown bags are designed as an informal way to share ideas and get to know colleagues around the country—a conversation, rather than a webinar-style presentation. This is a pilot test for the IS Building Virtual Communities Task Force, so if you participate, we’d love to hear your feedback afterward." They seem to be free and open to all, register here:
Monday June 3, 1pm Central Standard Time discussion room sign-up link: https://ala-events.zoom.us/meeting/register/2c15667cacba1c3766858a512be5123a
Tuesday, June 4, 11am Central Standard Time discussion room sign-up link: https://ala-events.zoom.us/webinar/register/31e26af6a3ec50564ac87b605f06faf5
The abstract to the open access article is "Despite programmes and initiatives intended to enable access to higher education for underrepresented students, higher education in the United States suffers from a persistent social class achievement gap. Although research exists about the social and academic factors that contribute to the social class achievement gap, one ubiquitous practice in higher education has been neglected – the research assignment. In this article, I share a subset of findings from a qualitative study that explores first-generation college students’ experiences with research assignments in college. In particular, I present four case studies of participants who relied on their identities and prior knowledge to successfully a complete research assignment. Finally, I introduce the funds of knowledge concept, which honours students’ identities and lived experiences, to provide a conceptual approach for engaging underrepresented and minoritised students through research assignments."
Photo by Sheila Webber: poppies on Blackheath, May 2019

Monday, May 27, 2019

Recent articles: Learning outcomes; ACRL framework; Mexican libraries; Outreach; Facebook use

Volume 45 issue 3 (2019) of the priced Journal of Academic Librarianship includes the following articles:
- Mapping curriculum learning outcomes to ACRL's Framework threshold concepts: A syllabus study by Eleonora Dubicki

- Academic library as learning space and as collection: A learning commons' effects on collections and related resources and services by Deeann Allison, Erica DeFrain, Brianna D. Hitt, David C. Tyler

- Online information literacy instruction in Mexican university libraries: The librarians' point of view by Andrés Fernández-Ramos

- Student perceptions of information literacy skills and curriculum before and after completing a research assignment by Lyda Fontes McCartin, Stephanie Evers, Brianne Markowski

- Analyzing the use of Facebook among university libraries in Hong Kong by Ernest Tak Hei Lam, Cheuk Hang Au, Dickson K.W. Chiu

- Outreach in academic librarianship: A concept analysis and definition by Stephanie A. Diaz

- Faculty perceptions of librarian value: The moderating relationship between librarian contact, course goals, and students' research skills by Savannah L. Kelly

 - Popular research topics in the recent journal publications of library and information science by Guoying Liu, Le Yang

Abstracts at https://www.sciencedirect.com/journal/the-journal-of-academic-librarianship/vol/45/issue/3

Photo by Sheila Webber: bee and poppy, May 2019

Friday, May 24, 2019

Teachmeet: A systematic approach to supporting postgraduate research students

Staffordshire University is hosting a free Library Teachmeet, A systematic approach to supporting postgraduate research students, on 17th July 2019, 1-4pm in Stoke-On-Trent, UK . "This event will be of interest, to library and academic skills support colleagues who have recently started supporting PHD/MPHIL students or acquired this responsibility after having very little experience. We are inviting enthusiastic presenters and audience members to share their experiences, how did you develop your skills in this area? What support have you needed and how did you get this? What challenges have you encountered engaging students and how have you addressed these?" Guest speakers are Cath Dishman (Open Access and Digital Scholarship Librarian) and Katherine Stephan (Academic Liaison Librarian, Liverpool John Moores), and you can participate by proposing a short talk or by being an audience member. More information and registration at https://www.eventbrite.co.uk/e/staffordshire-university-library-teachmeet-a-systematic-approach-to-supporting-postgraduate-tickets-61295932785
Photo by sheila Webber: fair, Sheffield, May 2019

Thursday, May 23, 2019

Information operations: more than fake news

There's a new report just published by Demos (the UK think-tank):
Krasodomski-Jones, A., Smith, J., Jones, E., Judson, E. and Miller, C. (2019). Warring Songs: Information Operations in the Digital Age. Demos. https://demos.co.uk/project/warring-songs-information-operations-in-the-digital-age/
They define information operations as "A non-kinetic, coordinated attempt to inauthentically manipulate an information environment in a systemic/strategic way, using means which are coordinated, covert and inauthentic in order to achieve political or social objectives." (p. 12, which expands on each of these terms, e.g. non-kinetic means "confined to use of information, and not to include the use of kinetic operations such as sabotage or electronic interference.")
They propose a taxonomy of information operations, based on analysis of "39 case studies, across 19 countries", identifying four aims (Affect sympathetic changes in behaviour and perception; Reduce oppositional participation; Reduce quality of communications environment; Reduce quality of available information) and associated strategies and tactics.
They make a point of resisting the idea that it is all about "fake news" "The majority of cases which we reviewed did involve deception in some way, but this was not restricted to content alone - for instance, false information being disseminated is deceptive, but so is the use of false accounts to share content - true or false - online." (p23)
Photo by Sheila Webber: the Dark Side takes over Sheffield, May 2019 (or does it???)

Wednesday, May 22, 2019

Predatory articles cited in non-predatory journals

An interesting study which looks at the extent to which predatory nursing journals are cited in non-predatory nursing journals. I will pull out a passage from the end where it says:
"Information literacy skills education should include not only the importance of reviewing the content of the literature, but also the source. This includes the characteristics and practices of predatory publishers, which may help consumers of nursing research and other types of literature proceed with caution as they consider the content published by these outlets."
They give details of how they identified the 127 predatory journals, and the non-predatory jouranls. Key findings were that "There were 814 citations to articles published in predatory nursing journals." "Predatory journal articles were cited in all types of non predatory nursing journals." and "Nurse authors, reviewers, and editors must be able to identify predatory articles."
- Marilyn H.Oermann et al. (2019). Citations of Articles in Predatory Nursing Journals. Nursing Outlook [early online publication]. https://doi.org/10.1016/j.outlook.2019.05.001
Photo by Sheila Webber: sweet smelling rose, May 2019

Tuesday, May 21, 2019

Survey on academic librarians' teaching anxiety

A survey is being carried out by Kacy Lundstrom, Head of Learning & Engagement, and Britt Fagerheim, Reference & Instruction Librarian at Utah State University, USA. "The purpose of this research is to understand the extent of teaching anxiety among academic librarians and the impact of this anxiety and potential methods to help address or mitigate teaching anxiety. If you currently work in an academic library and have at least some component of teaching in your role, however small, we invite you to take the survey." The information sheet is here http://lists.ala.org/sympa/arc/ili-l/2019-05/msg00061/Teaching_Anxiety-Informed-Consent-Template_2019.pdf They estimate it will take about 15 minutes and the link is here: https://usu.co1.qualtrics.com/jfe/form/SV_6KnaSuImaThhNIN
Photo by Sheila Webber: clone troopers (1), Weston Park, May 2019

Monday, May 20, 2019

Recent articles: health literacy; Teenagers' critical thinking with news

Hsu, W.C. (2019). The Effect of Age on Electronic Health Literacy: Mixed-Method Study. JMIR Human Factors, 6(2). DOI: 10.2196/11480 https://humanfactors.jmir.org/2019/2/e11480/ This was a study in Taiwan: it "aimed compare the differences in eHealth literacy between traditional college students (aged between 18 and 22 years) and older adult students (aged between 55 and 72 years). It also summarizes the experiences and performances of these 2 groups in terms of searching online health-related information." They administered a questionnaire and then interviewed 5 people from each age group (the abstract implies they interviewed more, but those are the numbers for the questionnaire). The study is interesting in revealing that the two age groups were interested in different aspects of health, and also used different means for finding information. Both groups had concerns about evaluating the information.

Riggs, E. et al. (2019). Afghan families and health professionals’ access to health information during and after pregnancy. Women and birth. [early online publication]. https://doi.org/10.1016/j.wombi.2019.04.008
This was a qualitative study of 16 Afghan women and 14 Afghan men with a baby aged 4–12 months, and 34 health professionals based in Melbourne, Australia. "Verbal information provided by a health professional with an interpreter was the most common way in which information was exchanged, and was generally viewed favourably by Afghan women and men. Families had limited access to an interpreter during labour and some families reported difficulty accessing an interpreter fluent in their dialect. Availability of translated information was inconsistent and health professionals occasionally used pictures to support explanations. ... Consistent, understandable and ‘actionable’ information is required to meet the needs of diverse families. Health professionals need to be supported with adequate alternatives to written information and access to appropriate interpreters."

Ku, K. et al. (2019). What Predicts Adolescents’ Critical Thinking about Real-life News? The Roles of Social Media News Consumption and News Media Literacy. Thinking Skills and Creativity [early online publication]. https://doi.org/10.1016/j.tsc.2019.05.004 The authors investigated "how social media news consumption and news media literacy contributed to 1505 adolescents’ critical thinking about a real-life news report" "Highlights" were: "Skeptical view towards personalized news recommendation, internal news seeking motive and habit of news source tracking predicted better critical thinking" "Adolescents performed well in understanding news content, identifying standpoint, and distinguishing fact from claim; but underperformed in evidence evaluation." "Knowledge of news production contributed to more critical processing of news information." "Older adolescents were overall stronger critical thinkers than younger adolescents."
Photo by Sheila webber: inflatable minion at Weston Park fair, May 2019

Saturday, May 18, 2019

Featured Teaching Librarian: Marisa Méndez-Brady

The latest Featured Teaching Librarian on the ACRL blog is Marisa Méndez-Brady, who is Reference and Instruction Librarian at California Institute of the Arts (CalArts), USA. The interview is here: https://acrl.ala.org/IS/featured-teaching-librarian-marisa-l-mendez-brady/

Friday, May 17, 2019

Deadline extended for proposals to the Global media and Information Literacy (MIL) conference #globalMILweek

The deadline for the call for proposals for the feature conference of Global Media and Information Literacy (MIL) week has been extended to the 24 May 2019. The conference will be held in Gothenburg, Sweden, 24-25 September, with the Youth Forum on 26 September 2019. The key theme is MIL Citizens and how MIL can contribute to improving the levels of information, engagement, and empowerment for all.
The registration form is here: https://en.unesco.org/feedback/call-papers-global-mil-week-2019-feature-conference
The full call is here: https://en.unesco.org/news/global-media-and-information-literacy-week-2019-feature-conference-call-presentations
The conference is organised by UNESCO, UNAOC, the Media and Information Literacy and Intercultural Dialogue (MILID) University Network, the UNESCO-led Global Alliance for Partnerships on MIL (GAPMIL), in partnership with the local hosts County Council Region Västra Götaland and University of Gothenburg (Sweden).

Thursday, May 16, 2019

Webinar: Incorporating Social Justice and the Framework in Information Literacy Instruction

On May 20 2019 at 1pm-2.30 pm US Central time (which is, for example, 7pm-8.30pm UK time) there is a webinar: Incorporating Social Justice and the Framework in Information Literacy Instruction, part of ACRL Instruction Section's Virtual Program. You can add questions for the speakers at: https://tinyurl.com/y2llxmgv The webinar "will explore the ways that librarians have incorporated social justice into the classroom, including as a pedagogy, as an advocacy topic, and in conjunction with the ACRL Framework for Information Literacy for Higher Education. Speakers will discuss social justice and the Framework from the practical perspective of how attendees can utilize their approaches to lesson plans, classroom activities, and course syllabi. Attendees will gain ideas, as well as strategies, resources, and instructional artifacts to apply in and modify for their own teaching. The program will offer four presentations by librarians who work directly with these topics, including a 20-minute keynote and three 15-minute presentations on instructional approaches to social justice and the Framework." Speakers are:
- Keynote: Ray Pun and Nicole Cooke: Applying Social Justice Frame in Teaching and in Practice
- Martha Allen: Silent Sam and the Academy: Confederate Symbols in Higher Education
- Sergio Chaparro: Educating for Social Justice and Information Advocacy using Open Access Platforms from the Southern Region of the World
- Jason Ezell and Lucy Rosenbloom: Homing in on Coming Out: Digital Mapping & the Process of Placing Gay Liberation Where You Are
Registration is required at https://ala-events.zoom.us/webinar/register/42c90712552e33b07c24e00bf0acd2b8 and after registering you will get the link to join the session when it goes live. This webinar will be recorded.
Photo by Sheila Webber: dandelions, May 2019

Tuesday, May 14, 2019

The positive face of referencing: tip-and-tricks for teaching and supporting students

There is a free Teachmeet organised by East Midlands ARLG TeachMeet on 11 June 2019 at De Montfort University, Leicester, UK: The positive face of referencing: tip-and-tricks for teaching and supporting students. "Can we make students love referencing? What are the challenges students face? How can we help overcome these? Do you have a teaching technique or top tip you'd like to share? Are you looking for fresh ideas to help support your students? This event will be an opportunity for FE and HE colleagues to come together to share ideas about a skill that students often struggle to master. You'll be able to sign up to give a short 5 or 10 minute presentation or just come along to network and learn! TeachMeets are relaxed, unpressured events designed for everyone to leave with a host of new ideas up their sleeve. We also welcome contributions via poster. Register at https://www.cilip.org.uk/events/EventDetails.aspx?id=1231974&group= "When booking your place, please indicate if you wish to present and give a brief outline of your topic - a couple of sentences is fine. If you don't wish to present, there are plenty of spaces for enthusiastic audience members."
Photo by Sheila Webber: the same peonies as a few days ago - they got much paler as they aged!

Monday, May 13, 2019

Mapping the state of information literacy education in primary schools: The case of Pakistan

There is early online publication for an article I co-authored with Dr Syeda Batool, based on her PhD work:
Batool, S.H. & Webber, S. (2019). Mapping the state of information literacy education in primary schools: The case of Pakistan. Library & Information Science Research. https://doi.org/10.1016/j.lisr.2019.04.006
I'm afraid it's not open access, but I will blog when there is a copy available in our repository. Syeda carried out case studies investigating information literacy in six primary schools in Lahore, Pakistan, and then carried out a situational analysis setting her findings in the broader socio-cultural context. "Highlights: Information literacy practice in Pakistan primary schools is influenced by political, economic & socio-cultural factors; School children's learning places and attitudes of teachers and librarians impact information literacy practices; Situational analysis found multiple aspects of IL practice situation and identified workable arenas in depth".
Photo by Sheila Webber: cherry blossom, April 2019

Sunday, May 12, 2019

Webinar: Describing Realities, Imagining Directions: Critical Race Pedagogies in Teaching & Learning

The ACRL Instruction Section Teaching Methods Committee is running an online event on May 30, 2019, 1pm-2pm USA Eastern time (which is 6-7pm UK time): Describing Realities, Imagining Directions: Critical Race Pedagogies in Teaching & Learning. "In this presentation, two academic librarians, Jen Brown and Jorge López-McKnight, who are currently practicing and imagining race-focused critical pedagogies, will discuss their teaching and learning approaches that will provide attendees with perspectives, ideas, and strategies to transport to their teaching. Critical race pedagogies draw from a range of theories and concepts that are grounded in affirmation, sustainment, and the centering of the racialized and intersectional information worlds of our learners and communities. Critical race pedagogies are committed to critiquing dominant oppressive power structures, while aiming to provide transformative learning experiences in the spaces we teach, learn, and live in." You can register at https://ala-events.zoom.us/webinar/register/94586843c7c66f667c24e00bf0acd2b8
Photo by Sheila Webber: peonies in my office

Saturday, May 11, 2019

Researching Students’ Information Choices: Determining Identity and Judging Credibility in Digital Spaces #LOEX2019

The LOEX (US information literacy) conference is on its final day. You can follow it at https://twitter.com/hashtag/loex2019?f=tweets&vertical=default&src=hash I have just skimmed through tweets and one site I picked up was that of the Researching Students’ Information Choices: Determining Identity and Judging Credibility in Digital Space project. The researchers are from the University of Florida (UF) George A. Smathers Libraries in partnership with researchers at OCLC and Rutgers University. They are just finishing up analysis and there is a lot of information on their website at http://guides.uflib.ufl.edu/RSIC/home It includes links to their previous presentations

Friday, May 10, 2019

Library Manifesto for Europe #europe4libraries2019 #EuropeDay2019

Today is Europe Day, and elections for the European Parliament take place on 22 May, so there is a theme of "This time I'm voting". 

IFLA (International Federation of Library Associations ad Institutions), in partnership with  has produced a Library Manifesto for Europe, with materials available in different European languages. The Manifesto asserts the value of libraries to Europe, and of Europe to libraries, and states that: "We want a Europe that:
- "Guarantees that everyone, at any time in their lives, is able to learn, read, and develop through libraries"
- "Places access at the heart of its action on culture, science and innovation"
- "Commits fully to delivering the UN Sustainable Development Goals and promotes access to information in its accession and development initiatives"
The website https://www.europe4libraries2019.eu/

Exploring information literacy pedagogies through sonic objects

On 6 June in Central Saint Martins Library, London, UK, there is a workshop organised via the CILIP MMIT group: Exploring information literacy pedagogies through sonic objects. "In this interactive workshop, participants will be encouraged to experiment with sound using digital and analogue tech, then relate these experiences to teaching practices, strategies and approaches to learning within a context of teaching information literacy. Themes will be emergent on the day, but the workshop design encourages exploration of the following: assumptions about group learning, group dynamics, lived experience of teaching and learning, session design and digital learning."
Go to https://www.cilip.org.uk/events/EventDetails.aspx?id=1230287&group=
Photo by Sheila Webber: More of my hawthorn, May 2019

Thursday, May 09, 2019

“Mind over Chatter”: Mindfulness, Media, & Misinformation in the Digital Era

There is a call for proposals for a conference on September 13 2019 to be held in Indiana University Kokomo, USA: “Mind over Chatter”: Mindfulness, Media, & Misinformation in the Digital Era. Deadline for proposals is 21 June 2019. The keynote speaker is Michael Caulfield, Director of Blended and Networked Learning, Washington State University, and author of Web Literacy for Student Fact-Checkers. "This symposium seeks to bring together a diverse group of scholars, teachers, and thinkers from around the state of Indiana and beyond to discuss pedagogical strategies and solutions to help today’s college students cope with “network propaganda” of all kinds. In an increasingly complex, fast-moving, and confusing digital media environment rife with problematic information (mis- and dis-information, propaganda, so-called “fake news,” pseudo-science, manipulation, etc.), what are our responsibilities as teachers and literacy advocates? How might we reconceptualize our roles against a societal backdrop of declining trust in professions and institutions? We are most interested in exploring how the practice of mindfulness—in a variety of forms and formats—can contribute to and deepen our students’ understanding of the current epistemological moment and the way misinformation flows, functions, and moves through the digital media ecosystem. Approaches may draw from any of the following topics, though presenters are encouraged to depart from and elaborate on these ideas as they see fit:
- Using mindfulness techniques/habits of mind approaches to teach digital information literacy (e.g., confirmation bias, truth-default theory, mere exposure effect, epistemic dependence, etc.)
- Machine learning and artificial intelligence in classroom/teaching applications
- The epistemology/structure/theory of network propaganda, dis- and misinformation, manipulation, and the “post-Truth” era
-The architecture of social media networks, especially as it pertains to the spread of disinformation, propaganda, and problematic information in general
- Pedagogical approaches to digital literacy/teaching resistance to disinformation
- Misinformation in science, medicine, and technology
- The history of misinformation, histories of misinformation
- Network theory and the role of networks/social media in spreading misinformation: networks and actors, algorithms, micro-targeting, actor-network theory, materiality, object-oriented rhetorics and approaches
- Intersections between politics and misinformation
More info about submissions and the submission form at https://docs.google.com/forms/d/e/1FAIpQLSda-QxZqkrDrN-710USqHoUYw1IaGHRhRD82bz-ZjmclBjtHQ/viewform
Photo by Sheila Webber: bluebells, Westcombe park station, May 2019

Wednesday, May 08, 2019

Call for proposals: Global Media and Information Literacy Conference

There is a call for proposals for the feature conference of Global media and Information Literacy (MIL) week. The conference will be held in Gothenburg, Sweden, 24-25 September, with the Youth Forum on 26 September 2019, and the deadline for proposals is 15 May 2019. The key theme is MIL Citizens and how MIL can contribute to improving the levels of information, engagement, and empowerment for all.
" In times of rapid societal changes, including in sustainable development, information, technology, and media – how can MIL empower people while building trust? Can we raise critical awareness in the use of media and information sources without risking trust? How can MIL enhance access to media and information? How can the key competencies about how to navigate in the information, media, and technological landscape be taught? Are there innovative ways of reaching out to the adult population who are outside the educational system? How can societies, through good governance, enable a positive development of MIL? What are the cornerstones in facilitating positive initiatives and actions? What can we learn from each other’s experiences to concentrate our efforts to maximize the benefits of what new technology, digitalization, and cooperation provide and to minimize the risks?"
Subthemes are: MIL and the SDGs; Lifelong learning – MIL and the role of civil society, media, social media, and public service media; Disinformation, propaganda, and MIL; Promoting intercultural dialogue; MIL, elections, good governance; MIL and freedom of expression: Hate speech, dialogue, and engagement; Youth: Formal/informal education, and peer education; Youth and news; Coordination and national policies concerning MIL - examples; MIL assessment - Evaluation of efforts, achievements, effectiveness; Teacher training - how to educate the educators?; MIL role in privacy and protection of personal data (General Data Protection Regulation); MIL Futures - Innovation, best practices, challenges, the next step, where are we heading?; Innovation, tools, state of the art technology such as artificial intelligence enhancing MIL.
The registration form is here: https://en.unesco.org/feedback/call-papers-global-mil-week-2019-feature-conference
The full call is here: https://en.unesco.org/news/global-media-and-information-literacy-week-2019-feature-conference-call-presentations
The conference is organised by UNESCO, UNAOC, the Media and Information Literacy and Intercultural Dialogue (MILID) University Network, the UNESCO-led Global Alliance for Partnerships on MIL (GAPMIL), in partnership with the local hosts County Council Region Västra Götaland and University of Gothenburg (Sweden).

Tuesday, May 07, 2019

TeachMeet: Accessibility and Playful Learning

On 7 June 2019 at the University of Roehampton , UK, there is a free TeachMeet: Accessibility and Playful Learning. "The event will run from 1-4pm with an optional tour of our award-winning £35 million library afterwards. Everyone is welcome to attend regardless of sector, title or role - our TeachMeet is open to anyone interested in the topic. It is also a great opportunity to meet new people, exchange experiences and get advice! The concept of accessibility has wide-ranging implications and we welcome any interpretation that considers the needs of diverse audiences. We are calling out for 2 and 7 minute presentations on (but not limited to) the following topics in conjunction with accessibility: Induction, orientation and playful learning; Innovations in teaching information literacy and academic skills; Engaging and training staff; Online and offline gaming and gamification."
Register at https://www.eventbrite.co.uk/e/teachmeet-accessibility-and-playful-learning-tickets-59946083349
Photo by Sheila Webber: my apple blossom, April 2019

Friday, May 03, 2019

Innovations in Information Literacy

There is a call for authors for books in the series published by Rowman & Littlefield: Innovations in Information Literacy. "The series has a broad information literacy focus, in content and audience, as well as geographical scope. The cohering element is an emphasis on innovations within information literacy. These innovations might come from new conceptions of the evolving nature and understanding of information literacy, new teaching methods, or new pedagogical technologies. If you have an idea for a manuscript that fits these parameters, and an interest in writing (or possibly editing) a book on the topic" contact series editor Trudi Jacobson at tjacobson@albany.edu "Send along a paragraph or two about the topic and your expertise in the area, this will be sufficient to start a conversation about your idea."
Information on the existing 3 books in the series:
- Transforming Academic Library Instruction: Shifting Teaching Practices to Reflect Changed Perspectives (AMANDA NICHOLS HESS)
- Teaching with Digital Badges: Best Practices for Libraries (KELSEY O'BRIEN AND TRUDI E. JACOBSON)
- Developing Dynamic Intersections between Collection Development and Information Literacy Instruction (AMANDA SCULL)
is at https://rowman.com/Action/SERIES/_/IIL/Innovations-in-Information-Literacy
Photo by Sheila Webber: after growing from a self-sown seed for about 16 years, the Hawthorn tree in my garden finally flowered!

Instruction Showcase: Inclusive Classrooms

The Consortium of Academic and Research Libraries in Illinois (CARLI) Instruction committee is running its Instruction Showcase on Thursday on May 23, 2019, at North Park University in Chicago, USA. "The showcase features innovative elements in library instruction and assessment, where presenters demonstrate instruction techniques and tools that are designed to enhance library instruction. The program will also feature a morning workshop that focuses on the committee's theme this year, Inclusive Classrooms: Cultivating Learning Environments for Students with Diverse Identities. Register by May 8 2019 at https://www.carli.illinois.edu/7th-annual-carli-instruction-showcase
Photo by Sheila webber: tulips in Greenwich park, April 2019

Thursday, May 02, 2019

What’s Grit Got to Do with It? New Approaches for Information Literacy Instruction

Registration (deadline: 31 May 2019) is open for the 2019 Connecticut Information Literacy Conference taking place on June 14 2019 at the University of Hartford, USA. The theme is What’s Grit Got to Do with It? New Approaches for Information Literacy Instruction. "Grit is defined as a mix of persistence and passion. It is a virtue often attributed to academic and career success. Join us for a full exploration of grit: its benefits, limitations, and applications for Information Literacy Instruction." Keynote speaker is Eamon Tewell, Head of Research Support and Outreach for Columbia University’s Science, Engineering, & Social Science Libraries. More info at https://ctlibraryassociation.org/ctinfolit_registration
Photo by Sheila Webber: violets in the grass, April 2019

Tuesday, April 30, 2019

2019 Horizon Report

EDUCAUSE has published the 2019 Horizon Report (having taken it over from the defunct New Media Consortium) This uses a delphi-type study to identify educational technology trends for higher education. The panel is international, but with a predominance of North Americans. The trends are identified as follows:
Key Trends Accelerating Technology Adoption in Higher Education
Short-Term—Driving technology adoption in higher education for the next one to two years
--Redesigning Learning Spaces
- Blended Learning Designs
Mid-Term—Driving technology adoption in higher education for the next three to five years
- Advancing Cultures of Innovation
- Growing Focus on Measuring Learning
Long-Term—Driving technology adoption in higher education for five or more years
- Rethinking How Institutions Work
- Modularized and Disaggregated Degrees

Significant Challenges Impeding Technology Adoption in Higher Education

Solvable—Those that we understand and know how to solve
- Improving Digital Fluency
- Increasing Demand for Digital Learning Experience and Instructional Design Expertise
[If these are so solvable, I wonder why they keep coming up in successive reports, ahem]
Difficult—Those that we understand but for which solutions are elusive
- The Evolving Roles of Faculty with Edtech Strategies
- Bridging the Achievement Gap
Wicked—Those that are complex to even define, much less address
- Advancing Digital Equity
- Rethinking the Practice of Teaching

Important Developments in Educational Technology for Higher Education
Time to Adoption: One Year or Less
- Mobile Learning
- Analytics Technologies
Time to Adoption: Two to Three Years
- Mixed Reality
- Artificial Intelligence
Time to Adoption: Four to Five Years
- Blockchain
- Virtual Assistants

They also have 2-page articles reflecting on how past themes have fared, namely: Gaming and Gamification; Augmented and Mixed Reality; Adaptive Learning
There is some further material available too, on the website.
Go to https://library.educause.edu/resources/2019/4/2019-horizon-report
Photo by Sheila webber: new beech leaves, April 2019

Monday, April 29, 2019

Developing Disciplinary Companion Documents to the ACRL Framework

The ACRL Information Literacy Frameworks and Standards Committee is hosting a virtual discussion forum on Developing Disciplinary Companion Documents to the ACRL Framework on  May 15 2019, 12-1 US Eastern time (which is, e.g. 5-6pm UK time). Anyone can register to participate. "This virtual forum is an opportunity for groups updating disciplinary standards, or creating new documents, to share their processes and progress, and have an opportunity to ask questions of each other. There will be short presentations from the members of the Health Sciences Interest Group (HSIG) working to update the Information Literacy Competency Standards for Nursing, the Education and Behavioral Sciences Section (EBSS) Communication Studies Committee working to update the Information Literacy competency Standards for Journalism Students and Professionals, and other groups working through this process." You need to register at https://events-na8.adobeconnect.com/content/connect/c1/1087453682/en/events/event/shared/default_template_simple/event_registration.html?sco-id=2469748584.
Photo by Sheila Webber: cherry tree in bloom, Sheffield, April 2019

Sunday, April 28, 2019

Information Literacy Award winners #lilac19

Congratulations to the Information Literacy award winners announced at the LILAC conference in Nottingham, UK, last week. The Information Literacy Award 2019 winner was the Open University (OU) Library’s Live Engagement Team. "The winning team design and deliver live online teaching sessions to OU staff and students. They have a remit for experimenting with online technologies and new ways of engaging the OU community." The Digital Award for Information Literacy 2019 went to Terry Charlton, for Newcastle University Library’s Online Learning Resources (see below). More info on the awards at https://www.lilacconference.com/awards

Friday, April 26, 2019

[Un]intended consequences of educational change: The need to focus on literacy development #lilac19

Pam McKinney here live blogging the final keynote from the LILAC conference featuring Professor  Alison Littlejohn, Dean of learning and teaching in the faculty of social sciences at the University of Glasgow.  Allison began by outlining the neo- liberalisation of the higher education sector, positioning students as consumers and the rise in importance of the national student survey.  Allison was involved with a project called “learning literacies in the digital age” which outlined the need for learning to focus on processes and literacies, not content. Allison discussed the power of MOOCs to disrupt education, and to give people the opportunity to learn in a different way, using digital technologies.  MOOCs are one way in which Universities can open up learning, but are used as a marketing tool and reinforce a particular view of university. Kiron is a programme of MOOCs aimed at refugees that allows them to pursue study and work  towards formal qualifications.

Wikipedia is edited by a large team of people who work for free, but very few of them are women. At Edinburgh university an edit-athon took place with the aim of increasing female involvement in Wikipedia editing. For example, the first 7 women who studied at Edinburgh university didn’t have a Wikipedia page. Supported sessions on creating and editing pages took place, with a wikimedian in residence. Allison undertook some research to understand the extent to which this process supported the development of a community of practice of Wikipedia editors, using social network analysis and interviews with participants. Theee themes emerged: firstly emerging roles in researching archives in order to find information to include on Wikipedia, and this shared goal helped build a community of researchers. Secondly, an awareness of the responsibility to present accurate information, and how difficult it is to translate archival information into the digital realm, and how their own lives connected with the lives of the 7 women. Thirdly, excitement and anxiety around increasing female involvement in Wikipedia editing, balancing fears they had of trolling with desire to be part of a big agenda. As a result of this project the participants created more pages that covered female figures from history, and there was a realisation that when learning becomes personal it triggers forms of agency.

Allison presented a study where she compared learners activities in two different MOOCs, the first was an introduction to data science from university of Washington, where students who identified a low self regulated were motivated to complete the course to gain a certificate and tended to complete the whole MOOC, whereas people who had a high degree of self regulation were more likely to link learning goals to their work, and were very strategic about how they engaged with the MOOC. The second MOOC was a public health MOOC based at Harvard, where both students with high a low levels of self regulation were motivated to gain a certificate. The research identified various factors that could affect learning in a MOOC, for example self-efficacy and motivation. An online tool has been developed to help learners reflect on their learning, with the aim of supporting learners to become more self regulated learners.

Allison discussed the global challenge of anti-microbial resistance and the need for good data, and the staff processes, knowledge and skills that support this. For example staff need up to date information about microbiology,  and they need support to develop suitable lab processes.

Allison finished by identifying that literacy learning is a vital aspect of innovation, but has to support social mobility over profitability. Authentic learning activities motivate learners, and context is important to ensure literacy is learned as an embedded practice.


Imposter syndrome and professional identity #lilac19

Pam McKinney continuing live blogging from the final day of the LILAC conference. The second session I am attending is led by Hannah Hickman who spoke about feeling like an imposter as a new professional librarian. It was a personal and engaging reflection which many members of the audience (including me!) identified with.  Insecurity and uncertainty in employment can contribute to imposter syndrome. The culture of “performativity” where people are judged on their performances (e.g. through the REF and TEF) also contributes to this. Performativity makes us prioritise activities that can be measured, that contribute, rather than perusing activities because we think they matter, or because they are enjoyable.

Feelings of fear in teaching can be cast as “stage fright” which is an almost universal fear. However the power dynamics between audience and actor are different from those between teacher and student. It can be helpful to acknowledge ones own weakneses with students, and acknowledge the challenges we all face in (for example) referencing correctly, and time management. Hannah recommended the New Librarians Professional Network as a resource for new professionals and highlighted the value of being mentored.




Digital Competencies for Digital Citizenship of pre-teen children: some reflections for librarians. #lilac19

Pam McKinney live-blogging from the final day of the LILAC conference. This morning the first session is led by Konstatina Martzoukou, Teaching excellence fellow from Rober Gordon University. The session began with a brief introduction to children’s activities online, with some data from OFCOM about children’s media use at home from 2007-2017. We looked at the data for pre-teens, children aged 8-11 where mobile phone use is increasing.  There is a moral panic about mobile phone use by young children, with threats to safety of personal information and sexual predators, the difficulty for parents in managing online behaviour and concerns over screen time. It is much more difficult to find positive aspects of children being online in the literature, but children can build themselves as digital citizens, and socialise, play and learn online. Games can be quite controversial, some are fun and creative, but some can be violent and introduce morally questionable activities e.g. stealing. Games have settings for different age of children. We looked at the Tik Tok app where users can create videos of themselves lip synching to popular music. The EU has recommended that only children over 16 use this app because of the sexualised content. There is also an issue of the app promoting gender stereotypes.

Then we watched a video “Maddie is online” which introduced us to a scenario where a pre-teen child uses the Tik Tok app and posts content online of herself and receives negative comments on her video from a friend of a friend. We were asked to discuss this scenario and come up with a course of action as a parent. We chose option 3 - Maddie should go to mum and ask her what to do. However this option did not turn out well! It turns out that many of the options lead to more complications, and revealed the complexity of the situation.

Social media interactions can be tricky for younger children, are they too immature for social media? It’s important to make children aware of the importance of personal information, and parents should use the controls that are available to them. Dina showed us an example of a family agreement where members of a family can agree on their internet and social media use.  As with many other aspects of like, it’s important to keep lines of communication between parents and children open. The uk council for child internet safety has useful advice. The software “Plotagon” was used to create the videos. Dina highlighted the role that school librarians can play in being the digital lead, and monitor and share research in the field.

Thursday, April 25, 2019

Visual literacy and the expression-idea continuum #lilac19

My (Sheila's) final liveblog from the LILAC Conference is Visual literacy and the expression-idea continuum will be a presentation from Vicky Grant, Amy Haworth and Ruth Mallalieu (University of Sheffield Library, so the library of my own university).
Firstly Grant asked us what we could learn about visual literacy from LOLcats! She quoted Milner (2014) who talked about how LOLcats were an example of how people could convey ideas, emotions, identity through using images.
Grant highlighted a move to student learning with a more active role, engaging more creatively and critically as a way of knowing. It is also part of being more inclusive and acknowledging the value of the everyday, and expression through the visual. Grant presented the practice of creative bricolage "the remixing of creative sources, through digital skills and tools". She used an example from her own doctoral research, which is exploring experience of Irritable Bowel Syndrome. Medical pictures of those with IBS usually present them as headless (showing the patient torso), so the people in her project created pictures of their heads and framed them in wood, like the formal portraits of male academics round the university.
Mallalieu then talked about the expression/idea dichotomy: that the expression of an idea is subject to copyright (e.g. a drawing of a penguin with a blue beak), but the idea (e.g. of a penguin having a blue beak) is not. However, it may not be so clear cut in practice, and the issue is important given the growth in remix culture.
Mallalieu identified scholarly culture and copyright culture and the extent to which they do and do not overlap (e.g. a scientific article might follow a scholarly tradition of having a large number of authors, some of whom did not have a direct intellectual input to the text). She talked about the framework and material used at Sheffield http://sheffield.ac.uk/library/copyright
Finally Haworth talked about the Information and Digital Literacy framework developed and used at Sheffield University, which integrates visual literacy in the various elements of the framework. The library runs co-curricular workshops, including understanding and questioning images, and copyright of images. They also cover referencing and attributing images; creating and editing images (including both the practical tools and the ethical issues); and creating infographics. The subject guides include visual sources where appropriate (and where copyright allows!) There is a workshop on using images which is aimed at academic staff, and this has proved popular.
They are scoping what they are doing against the Association of College and Research Libraries' current Visual Literacy Competency Standards for Higher Education http://www.ala.org/acrl/standards/visualliteracy (which is under revision).

Peer to peer videos, to support student research #lilac19

Pam Mckinney live-blogging from LILAC.  In the last session today, Kate Courage and Catrina Matthews from the University of Warwick presented about their work to support undergraduate student researchers.  A group of students, academic staff and library staff worked together to create videos to encourage students to engage with academic research. The Warwick Intrnational Higher Education Academy funded the project, where students worked as partners with staff to drive the content and direction of the videos. A series of workshops with the students took place, and these were used to design the approach to the videos and the content that they wanted to present.

Three videos were created to represent stages along a journey to become an independent research. The students had creative control, and they wanted to make sure that the videos were engaging to young people, and weren’t just “boring talking heads”. The videos are used in induction sessions, in lectures and seminars and when students are starting their dissertation research. The project is being evaluated through interviews with academic staff and students, and with staff involved in the project. Staff felt the process really helped develop relationships between staff and students.

Transitions in Information Literacy: Understanding the Role of Dispositions #lilac19

Sheila here, and the next presentation I'm attending at the LILAC Conference is from Nora Bird (University of North Carolina at Greensboro) on Transitions in Information Literacy: Understanding the Role of Dispositions.

Bird started by talking her background as a practitioner and researcher. She went on to talk about Lloyd's concept of an information landscape, showing us pictures of some different types of landscape to stimulate ideas of how the information landscape might appear to librarians and non-librarians (e.g. that non-librarians might feel happy with a crowded jungle landscape, that seemed disorganised to librarians). She associated Lloyd's "social modalities" element with dispositions (as described in the ACRL IL Framework).
After this, Bird explaned the US context; the levels of schooling and the ACRL Framework. She noted that the concept of knowledge practices and of dispositions had been incorporated in the Framework and that Carrick Enterprises (https://thresholdachievement.com/) recently developed the Threshold Achievement Test for Information Literacy (TILT). This identifies three levels: conditionally-, college- and research-ready, with various dispositions associated. In the test, dispositions are scored based on students' judgements on behaviours associated with those dispositions.
In the research carried out by Bird, 233 students in an undergraduate LIS class took (I think) two test modules. She showed the pie charts of results for "mindful self reflection", "toleration of ambiguity" and "responsibility to community". For each of those, the largest number of respondents were in the middle scoring category. One notable finding was that students who attended middle college scored high on mindful self reflection. There were only 3 students with military experience, but they did score highly for community responsibility. Bird concluded that there are "intruiging ideas to explore" but no firm conclusions at this stage. There are big questions concerning, for example, whether librarians can educate for particular dispositions.

I wouldn"t believe your radio: developing tools to critically appraise atypical materials and improve information and visualization literacy. #lilac19

Pam McKinney live-blogging from the second day of the LILAC conference: in this presentation Steph Grey and Trish Lacey from Public Health England knowledge and library services talk about tools to critically appraise visual materials. Public Health England is an evidence-driven organisation, using evidence from systematic reviews and other kinds of health research, and it’s important to use the right type of evidence for your question. Quality matters, so evaluation of evidence is really important. There are existing checklists that can be used to help evaluate health research studies, but sometimes in public health you need to use evidence that is outside the traditional gold standard of health information.

Infographics are developed at public health England, and can be really useful for conveying a message with great impact.  Infographics are collected as evidence, so there needs to be a way of evaluating them.  No existing checklist to help evaluate infographics was found, so after a literature search one was created based on sources found.  It covers questions such as “is it biased” “can you find the source of the information” and “can you understand the infographics without knowledge of the area”. Visualisation literacyis an important area for further research, because people interpret visual information differently.

Grey literature is another type of source that is used at Public Health England. In this case there are existing checklists for evaluating grey literature. None of them quote me their needs because they needed a checklist that could account for multiple formats of grey literature. It was decided that a flow chart would be a good format for a checklist for grey literature because a checklist would have too many questions and be unwieldy