Thursday, November 14, 2019

Online courses: SoTL; Student Engagement

Two courses running in February from Library Juice:
- Techniques for Student Engagement in Library Instruction, 3 February - 1 March 2020, taught by Kristin Ziska Strange, US $175. "How do we engage students in their own learning, especially in short, one-shot library instruction sessions? In this workshop we will examine a variety of student engagement techniques, focusing on Bloom's Taxonomy of Learning, problem solving, and metacognition. Over the course of four weeks we will examine up to 10 of these techniques and how they can be applied in traditional, blended, and online classes. We will especially uncover approaches that will work for one shot library sessions. In groups we will examine one or two student engagement techniques in detail, and explore how these might work in our own contexts. We will also develop a plan for applying a student engagement technique in our own practice. This will be a discussion intensive workshop in which it will be essential to follow a close schedule of information presentation, interaction, and assessment." http://libraryjuiceacademy.com/078-student-engagement.php

- An Introduction to the Scholarship of Teaching and Learning, 3 February - 1 March 2020, taught by Lauren Hays, US $175."The Scholarship of Teaching and Learning (SoTL) is a movement in higher education to study teaching and learning in order to improve both. Typically, SoTL scholars draw from their own disciplinary expertise when conducting research. Research findings are then shared publicly with the teaching and learning community. In this course, participants will learn about the Scholarship of Teaching and Learning (SoTL) and identify ways for involvement. Participants will also walk away with ideas for SoTL research." http://libraryjuiceacademy.com/179-SoTL.php
Photo by Sheila Webber: Sheffield Botanic Gardens, November 2019

Wednesday, November 13, 2019

Recent articles: improv; IL Framework; learning objects; financial literacy

Selected items from the last few issues of open access journal College & Research Libraries News:
- Hosier, A. (2019). I was once a world famous magician: Using improv to improve performance in the classroom. College & Research Libraries News, 80(8), 456. https://doi.org/10.5860/crln.80.8.456
- Beech, V., & Kowalik, E. (2019). From cradle to grave: The life cycle of a digital learning object. College & Research Libraries News, 80(10), 560. https://doi.org/10.5860/crln.80.10.560 "Most librarians have probably experienced finding that a website they liked has disappeared, perhaps a video on YouTube, a tutorial, or even just an informative webpage.  ... Since we also place links to some of these items on our library webpages, disappearing websites create broken links or “link rot.” Librarians are also creators of some of these disappearing websites."
- Collier, J. (2019). Pick your battles: Re-examining the Framework for community colleges. College & Research Libraries News, 80(9), 494. https://doi.org/10.5860/crln.80.8.494 " ... reception of the ACRL Framework for Information Literacy for Higher Education has been lukewarm among community college librarians. Many librarians who work in community colleges believe the Framework is meant for four-year schools and research-based institutions. By closely re-examining the Framework and recognizing student needs, community college librarians can use the Framework much more effectively."
- Magi, T. (2019). Why discovery tools and information literacy are not enough: Reconnecting with reference sources. College & Research Libraries News, 80(10), 573. https://doi.org/10.5860/crln.80.10.573
- Mross, E., & Reiter, L. (2019). Partners in financial literacy: Outreach to student entrepreneurs. College & Research Libraries News, 80(10), 575. https://doi.org/10.5860/crln.80.10.575 " ... universities and academic libraries are increasingly supporting student entrepreneurs through both curricular and extracurricular programming to help them develop new startups and small businesses. Though libraries are instrumental in providing access to business development information, they may miss a key service area for successful entrepreneurship—financial literacy programming."
Photo by Sheila Webber: hedge, Greenwich Park, October 2019

Tuesday, November 12, 2019

#MOOC: Information Literacy Online

The MOOC: Information Literacy Online has been released. The MOOC is available in: English, German, Catalan, Spanish, Croatian and Slovenian. There are six main modules:
Module 1: Orienting in an information landscape
Module 2: Research is a journey of inquiries
Module 3: The power of search
Module 4: Critical information appraisal
Module 5: Information use: the right and fair way
Module 6: Let’s create something new based on information and share it!
Additionally there are a couple subject-specific modules (in the English-language version, but only one in the German and Croatian versions and none in the Spanish). There is text and pictures, plus some videos and quizzes.
This is the outcome of a European project (articles etc. about the project here - this article gives an interesting and detailed account of the guiding principles and practicalities).
The content can also be re-used under a Creative Commons license.
Go to https://informationliteracy.eu/en

Monday, November 11, 2019

Fighting Fake News with Information Literacy eCourse

A priced online short course is the Fighting Fake News with Information Literacy eCourse, which runs 6 January to 2 February 2020. It is taught by Melissa Mallon and Megan Mallon and costs US $250 "In this four-week eCourse, you’ll learn how to develop and enhance students’ critical information and digital literacy skills. The instructors share techniques and strategies for teaching students how to analyze and critique news and media sources that can apply in a variety of settings. You'll also get an opportunity to make immediate connections between the course content and your own professional environment. You will leave this course with specific lesson plans, activities, and assessments that you can use to help your students become media literate in today’s digital society." More info at https://www.alastore.ala.org/content/fighting-fake-news-information-literacy-ecourse
Photo by Sheila Webber: walking dogs in Greenwich park, October 2019

Friday, November 08, 2019

Call for proposals #LOEX2020

There is a call for proposals for the The LOEX (US, Information Literacy) Conference , to be held in Ypsilanti, USA, May 7-9, 2020. Deadline for proposals is November 22 2019. You can propose a Presentation or an Interactive Workshops. there are 6 core themes: Assessment: Building in Quality Control; Innovation: Forging Ahead for 21st Century Learners; Leadership: Stepping Up to the Line; Failures and Problem-Solving: Retooling and Reinventing; and Collaboration and Outreach: Assembling Production Teams. For more info go to http://www.loexconference.org/breakout-sessions/

Teaching with Digital Primary Sources

A recent publication is: Gormly, B. et al (2019). Teaching with Digital Primary Sources: Literacies, Finding and Evaluating, Citing, Ethics, and Existing Models. https://dlfteach.pubpub.org/pub/digitalprimarysources "This white paper explores the opportunities and challenges of teaching with digital primary sources, including relevant literacies and issues in finding, evaluating, and citing digital primary sources, emphasizing ethical use and concluding with existing models for teaching." It "seeks to think through the limitations and affordances of teaching, researching, and otherwise working specifically with digital primary sources"
Photo by Sheila Webber, taken in Second Life (TM Linden Lab)

Wednesday, November 06, 2019

Webinar: Social Media in the Age of Misinformation

The Association for Information Science and Technology (ASIS&T) has a webinar which is free to members and US $25 to non-members. It is on 12 November 2019 at 11-12 US Eastern time (which is, e.g. 4pm-5pm UK time): Social Media in the Age of Misinformation. "YouTube is one of the most important platforms for the networked public sphere. The site is a search engine, social network, repository, and alternative to television. Its algorithms also contribute to the formation of filter bubbles and the spread of misinformation. In this talk, "Misinformation in the Networked Public Sphere: The Case of YouTube," Jonas Kaiser [Affiliate at the Berkman Klein Center for Internet & Society and Associate Researcher at the Alexander von Humboldt Institute for Internet & Society] will talk about his research on YouTube in Germany, the United States, and Brazil. Based on the example of videos about the Zika virus, Kaiser will highlight the risks of algorithms in the context of misinformation. Learning Objectives: - Participants will learn about filter bubbles on YouTube. - Participants will learn about the case study of health misinformation in Brazilian YouTube - Participants will learn about the risks of recommendation algorithms - Participants will develop a more critical understanding of misinformation in the networked public sphere"
Go to https://www.asist.org/meetings-events/webinars/social-media-in-the-age-of-misinformation-part-1/ for more info
Photo by Sheila Webber: National Maritime Museum, October 2019

Searching with pubmed

There's a recording of a webinar held in June 2019 on Searching with pubmed. It has presentations: How to search PubMed: The easy way (Margaret Vugrin); Searching PubMed Like an Expert: The Evolution (Nancy Adams, Marie C. Cirelli); Teaching PubMed Basics: An Active, Flipped Pedagogical Approach (Virginia Desouky); The Amazing Research Race: PubMed Edition (Annie Zeidman-Karpinski). Go to https://acrl.libguides.com/c.php?g=519489&p=6027142 for the recording and the powerpoints.
Photo by Sheila Webber: Sheffield, October 2019

Monday, November 04, 2019

Information Literacy as part of deterrence against "emerging forms of warfare"

This morning I was excited to hear information literacy mentioned as a way of combating disinformation: nothing new to readers of this blog, but it was on a discussion on the BBC Radio 4 news programme Today, and mentioned by a non-library person. It was Elisabeth Braw, director of RUSI's (Royal United Services Institute), Modern Deterrence Project, who felt that we all have a responsibility to check before we share information. She identified that the country that "is most resilient with disinformation is Finland where disinformation ... information literacy is taught in schools." and she went on to say how important it was to teach information literacy in the curriculum.
I have been discussing disinformation with students here in the information school and we have noted how this has become a broader political issue, but it is interesting to see information literacy and social resilience placed firmly within the scope of a project looking at ways of deterring against "emerging forms of warfare", noting that "Together with the armed forces’ capabilities, such societal resilience can function as a crucial deterrent."
The recording of the radio programme is here (right at the end of the 3 hour broadcast, at about 2 hrs 55 minutes- someone from the Oxford Internet Institute was also part of the segment) https://www.bbc.co.uk/sounds/play/m0009z6s and the Modern Deterrence Project is here https://rusi.org/projects/modern-deterrence
Photo by sheila Webber: plane over Greenwich Observatory, October 2019

Sunday, November 03, 2019

Featured Teaching Librarian @Earth2Brooke

Brooke Duffy (Coordinator of Instruction Librarian at Seton Hall University) is the Featured Teaching Librarian on the ACRL blog: read more about her ideas and experience here:
https://acrl.ala.org/IS/ftl-brooke-duffy/

Thursday, October 31, 2019

Towards an information literate society; IL as a catalyst for educational change #GlobalMILweek

As Global Media and Information Literacy week draws towards a close, I thought I would recall one of the publications that I think is particularly important: The Prague declaration "towards an information literate society" which was a product of the first strategic international and cross-sectoral meeting on Information Literacy, in 2003. The document is only one page, but has one of my favourite definitions of information literacy:
"Information Literacy encompasses knowledge of one’s information concerns and needs, and the ability to identify, locate, evaluate, organize and effectively create, use and communicate information to address issues or problems at hand; it is a prerequisite for participating effectively in the Information Society, and is part of the basic human right of life long learning." http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/PragueDeclaration.pdf The meeting report is also interesting.

I was hoping to link to the proceedings of one of the influential International Lifelong learning conferences (held between 2000 and 2008), which had a rich mix of papers about information literacy and lifelong/adult learning, strong on critical and social justice perspectives. Unfortunately the institutional repository they used to be in seems to be no more (though fortunately for me, I have the printed copies). However, I identified a 2004 keynote from Christine Bruce in a different repository. This discusses themes which are still with us.:
Bruce, C. (2004) Information Literacy as a Catalyst for Educational Change. A Background Paper . In Danaher, P. et al. (Eds.) Proceedings “Lifelong Learning: Whose responsibility and what is your contribution?”, the 3rd International Lifelong Learning Conference. (pp. 8-19). Central Queensland University. https://eprints.qut.edu.au/4977/
Photo by Sheila Webber: Beech in autumn, October 2019

Wednesday, October 30, 2019

Monitoring progress towards access to information #GlobalMILweek #SDGs

UNESCO published a report monitoring progress towards the sustainable development goal (SDG) concerning access to information (more specifically, legal rights to access information, and freedom of information). "An important conclusion is that both oversight/appeals bodies and individual public authorities can do far better in terms of how they track requests for information and theappeals that flow from these":
UNESCO. (2019). Powering sustainable development with access to information: highlights from the 2019 UNESCO monitoring and reporting of SDG indicator 16.10.2. https://unesdoc.unesco.org/ark:/48223/pf0000369160
"As the custodian agency for SDG Indicator 16.10.2 (access to information), UNESCO has developed a methodology to help measure and report on what has been done to implement right to information (RTI) rules. This consists of two surveys which public authorities or researchers can fill out. The first one (SURVEY 1), which concerns central oversight or support bodies for the right to information, focuses on what has been done at the central level. This includes issues such as what bodies have been established, how many appeals have been lodged and what has happened with them, public awareness-raising efforts, and records management standards. The second one (SURVEY 2), to be completed by selected public authorities, looks into what these entities have done to implement the law, including appointing information officers, helping requesters make requests, receiving and processing requests, and disseminating information proactively."

Tuesday, October 29, 2019

Recording of: Transformational Media and Information Literacy learning for adult citizens: “this street is full of heroes” #GlobalMILweek

A recording is available of the webinar in which I (Sheila Webber, Information School, University of Sheffield) was presenting a talk, Transformational Media and Information Literacy learning for adult citizens: “this street is full of heroes”, coauthored with Bill Johnston, Honorary Research Fellow, Strathclyde University, on 29th October 2019. The session was chaired by my colleague Dr Pamela McKinney, and it was part of the Information School's celebration of Global Media and Information Literacy Week. I was outlining use of theories from adult education and information science to address the challenge of engaging adult citizens critically and transformationally with media and Information Literacy. As the Media and Information Literacy (MIL) concept matures, it is important to expand the MIL focus to the majority of the population who are not in formal education. The title quotation is from a poem by Benjamin Zephaniah (transformed to street art in Sheffield) which inspires us to think of each citizen as a potential MIL hero.
The slides are here: https://www.slideshare.net/sheilawebber/transformational-media-and-information-literacy-learning-for-adult-citizens-this-street-is-full-of-heroes
The link to the webinar recording is here: https://eu-lti.bbcollab.com/recording/0284c699a3784b1a9da5a632291dc8d8
Here is the embedded webinar recording (31 minutes)




Call for Lightning Round Talks: Promoting Libraries to Non-Traditional students

There's a deadline of 1st Nov 2019 for the call for Lightning Round Talks on Promoting Libraries to Non-Traditional students, for a meeting to be held in New York, USA, on 21 November 2019. It is organised by the ACRL (National) Library Marketing & Outreach Interest Group (LMOIG) as a "Greater NYC Meetup". "How do you promote your library to non-traditional students? How do you engage and target students who may not fit the profile of a typical undergraduate student? How do you promote libraries to students who may be parents or grandparents, who take courses 100% online, and who may work full time while studying ? We are seeking brief, lightning round talks (10-15 mins) on how you promote your libraries to non-traditional students. Share your successes and failures, best tips, and what you've learned! We want to learn from you!" the proposal form is at https://form.jotform.com/92827382986172 and the meeting will be held at Berkeley College, Manhattan Campus.

Monday, October 28, 2019

Artificial Intelligence Edubox #GlobalMILweek

Flemish news broadcaster VRT Nws has produced an English-language version of its Artificial Intelligence Edubox. This consists of a two files, one with slides presenting issues and evidence about the use of AI in aspects of life and media, with discussion questions and activity outlines, and the other the "cards" for a Human vs Zombie game. As you might expect, the material is professionally produced and all or sections of it could be used to stimulate discussion. You can find the material her in Dutch: https://www.vrt.be/vrtnws/nl/2019/09/17/artificiele-intelligentie/ and here in English: https://www.vrt.be/vrtnws/en/2019/10/23/vrt-news-launches-artificial-intelligence-edubox-in-english/ (you click in the blue rectangle near the top of the page, to download). The previous Eduboxes are here https://www.vrt.be/vrtnws/nl/rubrieken/edubox/ (I think only in Dutch) onfake news, data in the press, and democracy.

Saturday, October 26, 2019

Recording and slides on IL definitions and the development of digital literacy #GlobalMILweek #Maddieisonline

There are slides and a video available from the event at Robert Gordon University, Scotland, organised for Global Media and Information Literacy week on 24th October. The two contributors were Jacqueline Geekie (Public Libraries Representative on the CILIP Information Literacy Group committee) talking on The IL Definition: what CILIP and the Information Literacy Group did next… and Dr Konstantina Martzoukou (Senior Lecturer, Robert Gordon University) talked about MADDIE IS ONLINE Some reflections for the development of digital literacy. The slides are here https://www.slideshare.net/martzoukou/cilip-ilg-talk-unesco-mil-week-24th-october-2019 and the video is at https://youtu.be/ocB_4pPKxR8 (and embedded below, 44 minutes)

Friday, October 25, 2019

Recording of webinar on Information Literacy of tracked data in three communities #GlobalMILweek

The recording of Thursday's 30 minute webinar by Dr Pamela McKinney on Information Literacy of tracked data in three communities: parkrunners, people with type 2 diabetes, people with Irritable Bowel Syndrome is available. You can access it here via Blackboard Collaborate, and it is also embedded below).



Thursday, October 24, 2019

The start of #GlobalMILweek

Today was the first day of Global Media and Information Literacy Week. The Twitter stream is here. In the Information School, University of Sheffield the celebrations consisted of a webinar delivered by my colleague Dr Pam McKinney (I will be posting a link to the recording tomorrow) and a discussion on Global MIL week in the 3D virtual world, Second Life, in the Virtual World Educators Roundtable (VWER), an international weekly meeting for which I am lead coordinator (see the photo of the meeting).
I had asked people to share resources relevant to Global MIL week at VWER and these included items suggested by Dr Valerie Hill:
- Media Literacy Now (USA) "The mission of Media Literacy Now is to drive policy change in every state and at the national level to ensure all K-12 students receive comprehensive media literacy education and skills, now and in the future." includes resources, news stories etc. https://medialiteracynow.org/
- Digital Citizenship Museum. This is in the 3D virtual world Kitely, with exhibits from an international range of contributors: you need a special (free) browser to access Kitely. "CVL’s Digital Citizenship Museum in Kitely is an immersive educational experience that raises awareness of digital citizenship to the virtual world community as a whole. In addition to exhibit buildings, the Museum also has space for invited presentation and community networking." More information is on the website at https://communityvirtuallibrary.org/digital-citizenship-museum/
- Val Hill's own slides on Fake News. https://docs.google.com/presentation/d/1QWetutMbAvbSzp-fVlQzJJM-MGPGQ4r4vUuMF2mOywY

Wednesday, October 23, 2019

PRIMO site of the month: Reading Scholarly Articles

The latest PRIMO (Peer-Reviewed Instructional Materials Online) Site of the Month is a course called Reading Scholarly Articles, created by Amanda Nichols Hess & Joanna Thielen of Oakland University, USA. "Reading Scholarly Articles is a three-lesson, freestanding e-learning course that students can enroll in to learn more about effectively understanding peer-reviewed articles." To access it in guest mode, use the Guest Username: sourcesgt and Guest Password: libsrc. PRIMO https://research.library.oakland.edu/sp/subjects/tutorial.php?faq_id=281
Photo by Sheila webber: sweet chestnuts, Greenwich Park, October 2019

Tuesday, October 22, 2019

NORIL articles: student writing; Information seeking MOOCs

The current issue of open access journal Nordic Journal of Information Literacy in Higher Education (NORIL) - volume 11 number 1 - was published a few months ago. It includes:
- Sara Røddesnes, Hege Charlotte Faber, Magnus Rom Jensen: NVivo courses in the library: Working to create the library services of tomorrow
- Randi Benedikte Brodersen, Solveig Kavli: “Students Can Write!”: How Can Students Explore and Improve their Writing by Using Different Academic Genres, Sources and Voices?
- Taina Kettunen, Kristina Weimer, Valtteri Vainikka, Päivi Helminen: Information Seeking MOOCs at the University of Helsinki: Interactive and Integrated
It also has numerous informative abstracts from the Conference Creating Knowledge IX held in Vejle, Denmark, June 6-8, 2018. Go to https://noril.uib.no/index.php/noril/index
Photo by Sheila Webber: plants at Wahnfried, Bayreuth, August 2019

Monday, October 21, 2019

Three events for #GlobalMILweek

CILIP Information Literacy Group has organised three free events in London, Manchester and Aberdeen, to celebrate Global Media and Information Literacy Week 2019.
- Emerging directions for IL research and practice at University College London Department of Information Studies, London, UK, on October 28th 2019, 6pm – 7.30pm "A range of talks by recent UCL Masters graduates in Library and Information Studies, highlighting emerging directions for IL research and practice in a range of context." To book go to https://www.eventbrite.co.uk/e/global-media-and-information-literacy-week-2019-emerging-directions-for-il-research-and-practice-ucl-tickets-73558879589
- Perspectives on media and information literacy, issues in credibility and trust from politics to health, at Manchester Metropolitan University, Manchester, UK, on October 28th 2019, 5.00pm – 7.30pm. "Host Geoff Walton (MMU) and guests will discuss: Prof Rachel Gibson (University of Manchester) – ‘Addressing the Media and Information Literacy Challenges of the Digital Election Campaign’; Dr Frances Johnson (MMU) – ‘Information Literacy – when does credibility involve trust?’; Prof Jenny Rowley (MMU) – ‘Trusting information: reflections on health information seeking’. Book at https://www.eventbrite.co.uk/e/global-media-and-information-literacy-week-2019-perspectives-on-media-and-information-literacy-tickets-73558245693?ref=estw
- Digital competencies for digital citizenship: an emerging agenda for students, academics and libraries in partnership, in the Central Library, Robert Gordon University, Aberdeen, Scotland (and also available as a webinar) on 24th October 2019, 3.30pm – 5pm. "Dina Martzoukou (Teaching Excellence Fellow, Robert Gordon University) will talk on children’s information and digital literacy, and Jacqueline Geekie (Public Libraries representative for the CILIP IL Group) will share case studies of how CILIP’s 2018 Definition of Information Literacy is being used in different contexts." Book at https://www.eventbrite.co.uk/e/global-media-and-information-literacy-week-2019-case-studies-using-the-ilg-definition-of-tickets-73559591719?ref=estw

Sunday, October 20, 2019

MILEX Fall 2019 Workshop

The Maryland Information Literacy Exchange (MILEX) Autumn 2019 Workshop takes place at Loyola Graduate Center, Columbia, USA, on October 30 2019 with the theme Evolutions and Revolutions in Library Instruction. "How do we change direction when a research session hasn’t panned out the way we intended? How do we keep familiar material fresh—and effective? Come to MILEX’s Fall Workshop to learn about how other librarians have refreshed, revamped, and reconsidered lessons, both for one-shot sessions and semester-long courses. Hear tales of triumph and woe (hopefully followed by more triumph) and learn about ways to assess and move forward when you feel like it’s time for a change." Registration fees are Non-member of MILEX US$15.00, Student US$5, Membership + Registration US $35.00 and free to MILEX members. Go to http://www.milexmd.org/events.html
Photo by Sheila Webber: tulip tree, Greenwich park, October 2019

Friday, October 18, 2019

The importance of protecting information through schools, colleges, libraries.

On 12 September WSRadio had an interview feature with longtime Information Literacy advocate Esther Grassian, and Jeff Share, hosted by Jose Cruz. There are 2 parts to the audio recording, just under 30 minutes each, the theme being The importance of protecting information through schools, colleges, libraries. "With all of our information outlets, truth and facts are vulnerable to manipulation and abuse. Information is power. Our colleges, like UCLA are engaging in work that looks at the role of information in our lives and confronts issues of trust, validity, and equity. Our guests, Esther Grassian and Dr. Jeff Share, both from the Graduate School of Education and Information Studies at UCLA, talk about the work that is being done to protect information and to educate librarians and teachers about information sources, threats to truth, and the importance of teaching our students and library users to know and test facts. The implications for traditional literacy are big, especially as relates to critical comprehension."
http://wsradio.com/09-12-19-the-importance-of-protecting-information-through-schools-colleges-libraries/
Photo by Sheila Webber, taken in Second Life (TM Linden Lab)

Thursday, October 17, 2019

Bite-size webinars for #GlobalMILweek - engaging citizens in transformational learning; food and activity logging

As part of our Global Media and Information Literacy Week celebrations we have organised two free 30 minute webinars (20 minutes of presentation plus 10 minutes discussion). On 29 October I will present a paper co-authored with Bill Johnston (Honorary Research Fellow, University of Strathclyde, Glasgow), outlining a strategy to address the challenge of engaging adult citizens critically and transformationally with media and Information Literacy.
On 24 October my colleague Dr Pamela McKinney will talk about her research into The Information literacy of food and activity logging in three communities. Global MIL week is a UNESCO-sponsored annual celebration of media and Information Literacy, with events organised around the world. This year’s theme is Media and Information Literate Citizens: Informed, Engaged, Empowered and our Centre for Information Literacy Research (Information School, University of Sheffield) is responding with events and activities on this theme. You just need to join the webinars using the links below - you don't have to register, but in case you want easy reminders we've also created Eventbrite events for them. Here are more details:

Firstly at 11am-11.30am UK time, Thursday 24 October 2019 (check the time in your country at https://tinyurl.com/globalmila) Dr Pamela McKinney, will talk about research which aimed to discover what data is tracked by people in three communities (parkrunners, people with type 2 diabetes and people with Irritable Bowel Syndrome). She will also discuss why the data was tracked, and the barriers to safe and effective tracking, particularly in relation to information literacy. There is increasing interest in the use of mobile apps and devices to track aspects of diet, health and wellbeing activity, and research has shown that use of apps can motivate people to adopt healthy behaviours. Information literacy is crucial to the safe and effective use of tracked information in this landscape.
The survey for this project was distributed in early 2018. 143 responses were received from parkrunners; 140 from diabetes.co.uk and 45 from the IBS Network. There were differences in the logging practices of the three communities, and differences in motivations for tracking. The extent of sharing of tracked data also differed, for example parkrunners were the biggest sharers of data, whereas IBS and Diabetes respondents shared less data, and only with close family. Respondents were confident in their abilities to understand tracked data, and how this enabled them to achieve their health goals. However, critical to Information literacy is an understanding of the potential re-use and sharing of data by third parties, and respondents demonstrated much less awareness of this.

To join Pam's webinar go to https://tinyurl.com/globalmilabb just before the webinar start time. It uses Blackboard Collaborate (see here for details on how to use it). You do not have to register for the webinar in advance, but if you’d like to sign up via Eventbrite and get reminders that it is coming up, go to https://tinyurl.com/globalmilae


The following week, I (Sheila Webber) will be talking on Transformational Media and Information Literacy learning for adult citizens: “this street is full of heroes”, at 4pm-4.30pm UK time, Tuesday 29th October (check the time in your country at https://tinyurl.com/globalmilb )

I'll be outlining use of theories from adult education and information science to address the challenge of engaging adult citizens critically and transformationally with media and Information Literacy. As the Media and Information Literacy (MIL) concept matures, it is important to expand the MIL focus to the majority of the population who are not in formal education. The title quotation is from a poem by Benjamin Zephaniah (transformed to street art in Sheffield) which inspires us to think of each citizen as a potential MIL hero.

Firstly, Jack Mezirow’s Transformation Theory is proposed as way of framing MIL engagement with adult citizens. Transformation Theory posits meaning making as “becoming critically aware of one’s own tacit assumptions and expectations and those of others and assessing their relevance for making an interpretation” (Mazirow, 2000; p. 4). Sandlin, Wright & Clarke (2013) link Transformation Theory with the notion of “public pedagogy”: learning outside formal education, which may be mediated by popular culture, public spaces, dominant discourses, activism etc. These ideas are taken further by linking them to Information grounds (IG) theory (Fisher & Naumer, 2006). Sheila and Bill propose a strategy for developing MIL outside formal education: Transformation Theory provides a framework for learning goals and learning design; literature on public pedagogy provides examples of the public places and discourses that can be channels for learning, and IG theory provides a structure for thinking about which physical and virtual spaces are most likely to foster the reflective discourse (between citizens) and provide the supportive context which Mezirow identifies is key to transformational learning. This enables us to reflect on who could be the “MIL heroes” in this different spaces who can enable reflective discourses about MIL.

To join my webinar go to https://tinyurl.com/globalmilbbb just before the webinar start time. It uses Blackboard Collaborate (see here for details on how to use it). You do not have to register for the webinar in advance, but if you’d like to sign up and get reminders that it is coming up, go to https://tinyurl.com/globalmilbe

Wednesday, October 16, 2019

Disinformation: Annotated Bibliography

A selective bibliography on disinformation, published a few months ago. For each entry it gives the "crux" (a few sentences saying what the item is and what it's about) and "highlights" of the content. It is divided into sections: Creation and Dissemination; Social Media; Advertising and Marketing; Political Science and International Relations; Cognitive Science; Mitigation and Solutions; Detection; Measuring Reach.
Lim, G. (2019). Disinformation: Annotated Bibliography. Citizen Lab, University of Toronto. https://citizenlab.ca/wp-content/uploads/2019/05/Disinformation-Bibliography.pdf
Photo by Sheila Webber: Michaelmas daisies, October 2019

Tuesday, October 15, 2019

Webinar: Fostering Active Learning in Digital Realms

I have mentioned the Shaping Edu initiative before: based in the USA "ShapingEDU is a community of dreamers, doers, and drivers shaping the future of learning in the digital age. The vision is for changemaking individuals from a wide variety of learning-focused organizations across the world to collaborate on big ideas for transforming education."
There is a webinar (which as far as I can see is free) Fostering Active Learning in Digital Realms on November 7 2019 at 8am-9.30 am US MST, which is (for example) 3pm-4.30pm UK time. https://shapingedu.asu.edu/shapingedu-live-11-7-19 "this conversation will draw on diverse experiences in discussing the intersections of active learning and digital learning spaces. Panelists will also present a draft active learning "maturity" model and invite feedback."
There are videos of past webinars at https://www.youtube.com/channel/UCMLoxuounu-CNxIYvxOj-qg/videos
Photo by Sheila Webber: Rudbeckia, October 2019


Monday, October 14, 2019

Encontrar información no es solo darle al botón de buscar

A Spanish-language page describing the issues around alerting children to the problems of fake news, it incorporates a cartoon video (... should you share that post about sandwiches containing dog meat???) and an infographic. It is on the site of is4k (Internet Security for Kids) https://www.is4k.es/blog/encontrar-informacion-no-es-solo-darle-al-boton-de-buscar

Getting Beyond “Both Sides”: FYC Instructors and Librarians Working Together to Cultivate Critical Information Literacy

Presentation slides reporting on this initiative at Santa Clara University, USA: very informative and with a link to a further document. "Last fall, our team of two FYC instructors and one librarian implemented curriculum designed to develop students’ critical information-literacy skills in relation to popular sources. Preliminary results of our work suggest that students’ work with popular sources falls short of CWPA and ACRL goals. In our workshop-style presentation, we ask how other conference attendees instruct students in the assessment and use of popular sources and discuss the pedagogical strategies that we plan to use as we iterate on our work."
Pfeiffer, L, Voss, J. and Branch, N. (2019). Getting Beyond “Both Sides”: FYC Instructors and Librarians Working Together to Cultivate Critical Information Literacy with Popular Sources. https://scholarcommons.scu.edu/library/200

Friday, October 11, 2019

#Digital #Resilience framework published

The Digital Resilience Working Group, part of the UK Council for Internet Safety (UKCIS) has produced a short booklet with the UKCIS digital resilience framework. "Digital resilience helps individuals recognise and manage the risks they come across when they socialise, explore or work online. It is achieved primarily through experience, rather than learning and it is fostered by opportunities to confide in trusted others and later reflect upon online challenges. ... "Digital resilience is a dynamic personality asset that grows from digital activation i.e. through engaging with appropriate opportunities and challenges online, rather than through avoidance and safety behaviours."
This is an interesting framework, that, I would say, overlaps with various Information Literacy, Digital Literacy and Media Literacy frameworks. The four elements are: Understand, Learn, Know, Recover. Attitudes and behaviours such as planning and self-reflection are associated with it.
https://www.gov.uk/government/publications/digital-resilience-framework
Photo by Sheila Webber: hydrangea, September 2019

Thursday, October 10, 2019

Exploring the intersections of information literacy and scholarly communications

The one-day event Exploring the intersections of information literacy and scholarly communications is on 2 December 2019, at Liverpool Central Library, Liverpool, UK. Cost is £85 to ILG members, £100 to non-members. "Inspired by ACRL’s 2013 report: Intersections of Scholarly Communication and Information Literacy: Creating Strategic Collaborations for a Changing Academic Environment we will seek to explore how we can move away from institutional separation of information literacy and scholarly communication matters to encourage new perspectives for our advocacy work with academics and students in these areas. The day will build on aspects of a popular session from this year’s LILAC conference: Information Literacy and Open Access: two movements one aim? Through presentations and activities we will identify key areas where information literacy and open access intersect and how librarians might be able to leverage this support to engage key stakeholders and support both agendas." Sessions from:
-Dr Elizabeth Gadd (Loughborough University): Research evaluation literacy: skilling up for responsible research evaluation
- Padma Inala and John Hynes (University of Manchester) “Opening the door”: looking towards an ‘open’ dialogue as part of the student experience.
- Claire Sewell (University of Cambridge): Which Way Now? Supporting Librarians' Skills in an Ever Changing Landscape.
- Chris Morrison (University of Kent) The value of the CLA licence and open access to support teaching
To book, go to https://www.eventbrite.co.uk/e/75118271773
There is a bursary place "in memory of friend and colleague Marion Kelt .... Marion was well known and respected in the library sector particularly for her award winning work on copyright. To apply for this bursary, please submit a 250-500 word summary to ilgrouptraining@gmail.com indicating why you are interested in this event and how you think the day’s content may benefit your work or organisation. Submissions must be received by 23rd October, and the winning submission will be published as a blog post on the Information Literacy Group blog."
Photo by Sheila Webber: cake and coffee, vital for both information literacy and scholarly communications

Wednesday, October 09, 2019

#Metaliteracy MOOCs

Two MOOCs on Metaliteracy are available for registration via Coursera
(1) Metaliteracy: Empowering Yourself in a Connected World "Learners will be introduced to the metaliteracy model, learn about copyright, intellectual property, and open-licensing through the Creative Commons, and explore digital storytelling as a creative form of information production. By the end of this MOOC, learners will see themselves as content creators and develop a digital artifact or story of their own." https://www.coursera.org/learn/metaliteracy

(2) Empowering Yourself in a Post-Truth World "This course explores a wide range of issues related to the post-truth world and empowers learners to think about the role of experts in society, examine false representations in constructed media, reflect on their own biases, and explore ways to build collaborative communities of trust and reinvent a truthful world. Learners will be empowered to raise and share their own voice by creating a digital response to the post-truth world." https://www.coursera.org/learn/empowering-yourself-post-truth-world
Photo by sheila Webber: Hydrangeas, September 2019

Tuesday, October 08, 2019

Health Information and Libraries Journal (HILJ Journal Club) #HILJClub

There is a blog post journal club, discussing articles from Health Information & Libraries Journal, at https://hilj.club/ The latest discussion is here: https://hilj.club/2019/08/20/embase-uk-filter/. "Tom Roper (Clinical Librarian, General Surgery and Digestive Diseases, Urology, Acute and Emergency Medicine, Critical Care, Trauma and Orthopaedics, Royal Sussex County Hospital) has selected the following article: The Embase UK filter: validation of a geographic search filter to retrieve research about the UK from OVID Embase, by Lynda Ayiku and others available at: https://onlinelibrary.wiley.com/doi/full/10.1111/hir.12252"

Monday, October 07, 2019

Canadian Media Literacy Week #MediaLitWk

This week (7-11 October) is Canadian Media Literacy Week and "This year MediaSmarts is encouraging Canadian Media Literacy Week participants to Break the Fake and check information before sharing it online. A suite of free online resources is available for Media Literacy Week Collaborators and educators, including a Break the Fake workshop and lesson plans. " Go to https://mediasmarts.ca/get-involved/media-literacy-week-break-fake and below is the advert they are using to encourage people to question the news.

UK National Libraries week #LibrariesWeek

This week is National Libraries Week in the UK. The theme is digital and "will celebrate and explore how libraries are engaging communities through technology, building digital skills and confidence, encouraging digital participation and inclusion, supporting health, wellbeing and education and supporting local business and enterprise." I think there is an information literacy angle there! There is also a competition to build your ‘Library of the Future’ out of LEGO bricks.
http://www.librariesweek.org.uk/

Friday, October 04, 2019

Everyday information literacy #PMLGConference19

My colleague Pamela McKinney is giving a workshop at the PMLG (+ ILG) National Conference 2019: Information Literacy in Public Libraries taking place today in London, UK. This is a description and a link to her slides
"This reflective workshop on everyday information literacy will enable participants to explore the contextual and individual nature of information literacy, and how to relate this to their own practices as an information professional. Information literacy will be explicitly linked to concepts of lifelong learning, citizenship and participation in the information society. Participants will reflect on their own experiences of developing information literacy in their daily lives, and use this as a platform to develop their conceptual understanding of information literacy. Annemaree Lloyd’s model of “Information Landscapes” will provide the framework for a reflective activity where participants will identify the information they had to master in order to become information literate in an aspect of their daily lives. Participants will be encouraged to discuss their evolving understanding of information literacy, and how that relates to their role as an information professional. A discussion of how library services and librarians can support the development information literacy given the diversity of patron needs due to differing levels of education, media literacy and life stage and socio-economic status. Sharing and discussing aspects of current good practice and will provide ideas for future service development." Slides are at http://bit.ly/2nY6XrA



Thursday, October 03, 2019

Deepfakes explained

Last month the UK's Centre for Data Ethics and Innovation published what they call a "Snapshot Paper" with a useful overview of Deepfakes and Audiovisual Disinformation. The 20 page publication includes definitions and about deepfakes and shallowfakes and outlines issues and concerns. It can be found here in pdf: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/831179/Snapshot_Paper_-_Deepfakes_and_Audiovisual_Disinformation.pdf
It is also linked from this webpage (which links to two other reports at time of writing, including one on smart speakers and voice assistants:  https://www.gov.uk/government/publications/cdei-publishes-its-first-series-of-three-snapshot-papers-ethical-issues-in-ai?123

Create your own AnimationNo-one is going to take this infolit talking cat for a deepfake, but I generated it here and thought it was rather cute.

Wednesday, October 02, 2019

Call for proposals open #LILAC20

The call is open for proposals for the 2020 LILAC (UK information literacy) conference, to be held 6-8 April 2020 at Manchester Metropolitan University, Manchester, UK. The strict deadline for proposals is 5pm UK time, 13 November 2019. "LILAC welcomes proposals which address information literacy from all sectors and contexts. For LILAC 2020 we invite you to present on any aspect of information literacy, there are no specific themes. We ask that your presentation makes explicit reference to your innovative practice or research in information literacy. All submissions to the conference are peer reviewed before acceptance." The options are: Micro-teach (15 minutes); Masterclass ("Think of it as a Teachmeet with more time" - 1 hour); Workshops (1 hour); Short presentation (20 minutes); Long presentations (45 minutes + 15 minutes for questions); Panel Discussion (60 minutes).
More information at https://www.lilacconference.com/

Including more diversity in Information Literacy education

An interesting blog post from Angela Feekery about Un-silencing the silent voices , on the New Zealand Information Literacy Spaces blog. She talks about ways of including more diverse voices and perspectives in information literacy teaching and learning. She also mentions a previous blog post giving an information literacy perspective on decolonising the curriculum.
Photo by Sheila Webber of Bryn Oh's art installation "Daughter of gears"

Tuesday, October 01, 2019

Call for papers WILU: Visions of the Possible #WILU2020

There is a call for proposals for the Canadian Information Literacy conference due to take place 27-29 May 2020 in Halifax, Canada.
WILU 2020. Deadline for proposals is  November 15, 2019. The conference theme is Visions of the Possible and the conference is hosted by Dalhousie, Mount Saint Vincent, and Saint Mary’s Universities. They say about the theme: "Teaching is, in part, about asking questions. Thoughtful teaching considers questions like “what is happening in this classroom?” and “what works in helping students learn?” Visions of the possible, a phrase borrowed from the Scholarship of Teaching and Learning (SoTL), goes further and asks us to ponder “what if?” and avoid making assumptions. Visions of the possible anticipate surprise and embrace the unexpected nature of some of teaching’s most important outcomes."

You can put in proposals for: Presentation (45-minute session); Panel discussion (45-minute session); Lightning talk (5-minute session). Conference info is at https://wilu-conference.github.io Links to previous WILU conference websites are here: https://wilu-conference.github.io/about/

Monday, September 30, 2019

Understanding Media and Information Literacy in the Digital Age #GlobalMILweek

A substantial free book was given out at the Global MIL Week feature conference last week, and it is also available free online as a pdf. It was edited by Professor Ulla Carlsson (the keynote speaker) with chapters on policy, practice and research. The majority of authors are from Sweden, with a few other international contributors.
Carlsson, U. (ed). (2019). Understanding Media and Information Literacy in the Digital Age: a Question of Democracy. Department of Journalism, Media and Communication (JMG), University of Gothenburg.
https://en.unesco.org/sites/default/files/gmw2019_understanding_mil_ulla_carlsson.pdf

Sunday, September 29, 2019

Opening session; Recipients of the UNESCO Media and Information Literacy awards #GlobalMILweek

There is a report on the opening session of the Global Media and Information Literacy (MIL) feature conference (in Gothenburg, Sweden, 24 September 2019). Opening speakers included Anna Ekstrom, Minister of Education, Sweden (pictured, in red), "who noted that MIL is necessary ingredient for civic engagement, freedom of Information, and pluralistic media". The report is here https://en.unesco.org/news/unesco-marks-ninth-global-media-and-information-literacy-week-and-features-conference-sweden
Additionally, UNESCO GAPMIL (Global Alliance for Partnerships on Media and Information Literacy) makes MIL awards each year. For 2019 the six recipients (announced at the feature conference) were:
- UNICEF Montenegro https://www.unicef.org/montenegro/en
- The journal Revista Comunicar (in Spanish here https://www.revistacomunicar.com/ and in English here https://www.revistacomunicar.com/index.php?&idioma=en
- Prof. Alexander V. Fedorov (Russia) ("one of the most influential professors and researchers in Russia in the field of MIL")
- Mr Frank Baker (USA) who "has taken the MIL related message to schools in the US, as well as in Singapore, Mumbai, India and Nairobi Kenya for more than twenty years."
- The Palestinian Youth Association for Leadership and Rights Activation (PYALARA http://www.pyalara.org/)
- The UK news literacy project NewsWise https://www.newswise.com/
More information at https://en.unesco.org/news/transformative-initiatives-celebrated-global-media-and-information-literacy-awards-2019
Photographer Ann-Charlotte Ferm (Region Västra Götaland)

Friday, September 27, 2019

Media education in São Paulo schools; faculty development in Thailand; Gaming literacy; framework for engaging with hypercriticality #GlobalMILweek

I will do a few more posts to catch up with the Global Media and Information Literacy feature conference, although I'm now back in the UK. The session that I chaired on Wednesday had five talks with varied perspectives. One focused on MIL education in São Paulo schools, one on critical gaming literacy, one on Digital and Media Literacy for faculty in Thailand, one on critical approaches to news, and I will select some key points on those below. The fifth one was a talk from me and Bill Johnston about transformational learning for adults, and I will blog that separately.
Firstly, Carlos Alberto Lima and Maria Celia Rehder (Educommunication Nucleus, Brazil) talked about 18 years of media education in São Paulo schools, and the progress over time. They started by sketching out some statistics about the city: 12 million inhabitants and 3,834 schools with over 1 million students. There is a municipal law which identifies that the population should learn about media literacy. Study of the UN Strategic Development Goals (SDGs) is integrated into the primary curriculum and this is done with and through Media and Information Literacy (MIL) activities. The students have various media projects, produce pictures, videos and podcasts etc. 470 schools have a “youth press”. Teachers also get taught about MIL, with 25,000 trained in 18 years and 4000 in 2019. There was a recent survey that showed that 40% of the students enjoyed participating in the communication/ production activities.
Jomkwan Polparsi (University of the Thai Chamber of Commerce) gave details of the programme to develop university faculty’s use of Technology Enhanced Learning, incorporating MIL elements and encouraging the faculty members to reflect on their approach to learning design. Stage 2 of the project had “champions” from the faculty redesigning the course themselves. This redesigned course has three levels: exploration of core technical tools, “productivity” (addressing learning design and management of the TEL tools) and then “community”, with the emphasis on sharing examples and experience. The goal was developing the learning ecosystem (which includes the element of “pain” as well). The university runs MOOCs (ThaiMOOC), has had a project with primary schools, and is planning educational programmes for older people. They are working closely with Apple, which they were open about and had found pragmatically useful.
Jonas Linderoth (University of Skovde, Sweden) gave a talk focusing on the concept of critical gaming literacy. He identified the pervasiveness of computer gaming, but also the way in which it is often not treated seriously (despite the huge value of the gaming market) or is demonised. You can find out more about his work here, here and here.
Finally, Yves Collard (Media Animation, Belgium) started by identifying that the message from teachers was now not so much that they wanted young people to be critical with the media, but rather that the young people were be hypercritical: over-doubtful of journalists and the media, and likely to succumb to conspiracy theories. In fact he identified that this has become a subculture of young people who felt there was “no truth”. In order to engage with them it was important to understand them and not to just look down on them. He identified five approaches to challenging a “no truth, conspiracy theory approach to information, each of which had both opportunities and limitations. This was an interesting framework that I wasn’t able to take full notes on (because of my responsibilities chairing the session) so I hope to follow up n it. However I did take photos of some of his slides. Four of the five frames were: empiricism (with a focus on facts and truth); de-constructivism (which focuses on getting people to deconstruct the media to look at elements such as language, producers and representations); ideology (concentrating on the broader political context of the media and its producers, and the influencing factors); and the collective approach, looking at why people share media (I took a picture of a slide with the remaining element but I’m afraid it turned out too blurred to read, though from someone else’s notes the heading was “cognition”). I think the idea was to generate questions which meant that people thought about an item from all five perspectives, so that you overcome the limitations of using only one of these frames. For example the empirical frame (which I think is the one most commonly encountered in library tutorials) is not enough if someone has a strongly held opinion which is not going to be changed by advocating fact checking, but someone might start to question their opinion if they use some of these other approaches to interrogate a media item. His site http://www.theoriesducomplot.be is also interesting (French language).
Photos by Sheila Webber

Wednesday, September 25, 2019

Media literacy developments in South Korea, Croatia, Ireland #globalMILweek

The previous session at the Global MIL Week feature conference was one in which I was moderator (and a presenter) so I needed to have my attention in the room and I will blog about that later. Now I will liveblog the next session, on national policy and initiatives. The first speaker was Seojoong Kim (SungKangHoe University, South Korea) talking on Development and characteristics of media education ploicy in Korea. He identified the pressures on media, because of dictatorship and religeous groups, and relative lack of freedom of expression in the 70's. Media education grew after the fall of dictatorship, but since 2010 there has been another problem, in the form of social distrust of traditional media and the rise of fake news. He proposed government, citizen and market as the three agents for change. The Korean Broadcasting Commission had played a part in developing media education policy. A key event was revision of the Broadcasting Act, with the introduction of rights and interests of viewers (e.g. supporting a viewers' organisation), and more public access programmes. The MediAct (2002) created media centres, in which citizens have the leading role. There was then further growth in media education services, to more marginalised groups, and also with more engagement in schools. There are currently efforts to introduce the Media Education Supporting Act, with various stakeholders banding together to promote it. Throughout this development the active partcipation of citizens was emphasised, as was the fact that the nature of and needs for media education were constantly evolving.
Next Monika Valecic (Gong, Croatia) talked about Gong, which is a civil society organisation focused on enhancing the democratic process, including citizens' participation in the process. They do education, research and advocacy. The organisation started in 2012. Education for Civic Literacy is a course they run which is designed for teachers. Political Literacy, Media Literacy and EU literacy are the three pillars (it is a pity that EU Literacy was not taught earlier, in the UK, was my thought!) (see photo). They are trying to institute "a new way of thinking about things". A problem is covering the important material in the restricted time! Also they discuss what teaching methods to use e.g. role play, sharing experiences, analyzing media content, watching and listening, group work, debate and reading. Examples of how to use these methods in the classroom are given to the teachers (who are the students of the course).
Finally Philip Russell (Technological University of Deblin, Ireland) talked about the Be Media Smart campaign, the national media literacy campaign inIreland. I have blogged about this before (Russell also spoke at the CILIP conference). It is an initiative of Media Literacy Ireland, which has about 120 members of all sorts, private and public sector. The campaign was built around the idea of getting people to think about the provenance of their information as much as they thought about the provenance of their food. The slogan was stop / think / check, and it was in TV, radio, social media (in which libraries were particularly prominent) and print. The dedicated website is http://bemediasmart.ie Russell emphasised the involvement of libraries, and their key role in developing MIL. There will be another campaign in Spring 2020. For that they aim to develop a campaign tool-kit and it will need to continue to have a multi-stakeholder approach - Russell highlighted the neccessity of this when there is no national policy. Also the involvement of the broadcasting agency was advantageous in getting affordable advertising in broadcasting media.

MIL resources from Twitter; Misinformation in Mongolia #globalmilweek

I'll be liveblogging again from the Global MIL week conference in Gothenburg today. Ronan Costello (Twitter) talked about use of the UNESCO MIL curriculum and related materials, which they have developed for use with students and will make available as a resource site. This includes examples of how the material could be used in class. This resource is going to be available for Global MIL week in October and Twitter will promote the #thinkbeforesharing hashtag. Also during MIL week they will donate advertising for selected worthy nonprofits who want to advertise their MIL resources. Other things mentioned in the talk were statistics about the number of accounts that were challenged or banned by Twitter.
Namnandorj Bayaraa (Remo Media, Mongolia) talked about misinformation in Mongolia. He started by saying that the penetration of the internet in Mongolia was 70% and most people had smartphones. 65% of the population is under 35. He gave examples of fake news. One was saying that Macdonalds was opening and giving away iPhones (they don't Have a Macdonalds in Mongolia) and others to do with giveaways and fake news about food e.g. a soup having antibiotic powers, food products carrying serious diseases. The speaker pointed out that it was easy to laugh if you were media literate, but generally people were stuck being bombarded with this material. Additionally there was a lot of propaganda. For example socialism / communism compared with democracy: with the former portrayed as causing health and happiness and the latter social problems and misery. Satirical sources such as the Onion would be translated into Mongolian as fact. The speaker went on to describe what Remo Media is doing to improve MIL. Examples were having awareness campaigns, working with news companies and in schools. Their website (Mongolian) is here https://www.remo.mn

Tuesday, September 24, 2019

Credible news; Vulnerable communities; political hate speech #GlobalMILweek

More liveblogging from the Global MIL Week feature conference. Mona Guath (Uppsala University) reported on research about Assessing incidence of credible and less credible news. She began by talking about a large-scale experiment The News Evaluator http://nyhetsvarderaren.se/in-english/. 13-19 year olds took the first piece of news in their feed and evaluate it. Then this choice was stored in a database. A lot of these items were hard and credible news, often behind paywalls: a caveat is that perhaps the young people were selecting items they thought the researchers wanted. Next there was a project of 500 young people, who were asked to rate the importance of consuming credible news, also gave demographic information about themselves, and the took a test covering aspects of media and information literacy. There were correlations between thinking you were good at searching and NOT performing well in the test, and in doing well in the test and: thinking credible information was important; education; studying particular disciplines. Guath also talked about some other strategies associated with ability to detect biased information: e.g. curiosity as a personality trait.
Estrella Luna Munoz (University of Lisbon, see photo) talked about Strategies/Competencies and social integration in vulnerable sectors: community empowerment with mediators. She started by talking about the issue of exclusion from involvement with technology and society. There were still issues of hate speech, intolerance, othering etc. which meant that freedom of expression and dialogue were vital. Thus there was a need to develop tools and strategies to help mediators and teachers in/of vulnerable communities: in terms of technology, you had to work what was available in communities. They went into communities to talk about the news that is spread about that community and to develop an alternative form of news about that community. The community was involved in making news, interviews, photos etc. but just with the technology that people already had. This reflected the tools they had and the topics important to the community. This encouraged debate in the community as well as promoting a different idea of the community. From this they have recommended competencies that people can develop in the community through these activities, and in order to support these activities.
Viktorya Muradyan (Iaelyon School of Management) talked about the Velvet Revolution in Armenia. She talked about the transparent 24/7 non-raditional news coverage that supported and created change. However there is also hate speech and shaming, nutured by media - with a post-revolutionary crisis. Muradyan identified a change in mindset that is necessary for change to happen and be maintained. In good hands, the media can connect people and bring change, but the negative side has to be combatted.
Anna Belkina (Deputy Editor in Chief, RT) talked about the need to enable different voices and perspectives to be heard, rather than excluding journalists and those giving alternative perspectives. She also identified the problem of framing "view you don't like" as fake news or misinformation. Belkina stressed that this was problematic for critial thinking and MIL. She called for genuine information diversity instead of supression of alternative and uncomfortable views.
Finally Muhammad Furqan Rao talked about hate speech a case study of 2018 general elections in Pakistan. He identified the role of social media wiuth hate speech, and the way in which social media was used in Pakistani politics. Politicians had been using social media actively. In terms of the national legislation and constitution: there was freedom of expression, a code of conduct for political conduact and also regulation to do with use of social media. For this research, they carried out 24 elite interviews (e.g. with journalists, politicians etc.) They also analysed Twitter and Facebook profiles/streams of key political figures and parties. The latter analysis showed that politicians were calling each other corrupt, thieves etc. and using various other aspects of hate speech, including incitement and targetting people's personal lives (e.g. accusations to do with people's sex lives). Rao identified by the need for education in MIL and for more  regulation of the poilitical hate speech.

Open bibliographic data; Epistemological Security #GlobalMILweek

I'm attending the Global Media and Information Literacy Week feature conference. The actual week is in October, but the conference is happening now in Gothenburg, Sweden. I will be doing some liveblogging, starting with the session I'm in now. Alice Fagerving, of Wikimedia Sweden talked about how the National Library of Sweden is working with Wikipedia to make bibliographic information more openly available. Specifically, the National Library is working with Wikidata. There is also the WikiCite initiative to build a free and open database of bibliographic data. The idea behind this is to capitalise on the work done by libraries worldwide over many years, in cataloguing resources accurately, and by combining with Wikipedia to help make the widely-used Wikipedia more reliable.

Then Urban Jaksa (York University) talked about Conceptualising security in the era of fake news. He identified that security can mean different things, and once you start talking about people it is a broader concept involving health, infrastructure; people's lives. Jaksa also identified non physical aspects of security, namely ontological security (issues of identity and values) which concept originated with RD Laing, and Jaksa also proposed Epistemological security. This was defined as "having confidence in an accurate perception of reality, the validity of one's knowledge, and the methods to acquire and process information".
Using the examples of terrorist attacks he differentiated ontological and epistemological security in sayng that the former was strengthened (with affirmation of identity and values e.g. after the Paris attacks) but the latter was weakened, as people became uncertain about the reliability of national intelligence information etc. He also identified that information overload, with fake news mixed in, caused further confusion. Epistemological security "is about the degree of certainty in external reality". Ontological and Epistemological Security can help us think of security beyond the physical. This idea overlaps with discussions in the information literacy community and I think adds an interesting extra dimension.
Finally, Michael Hoechsmann (Lakehead University) talked about Pipelines and Snake Oil - taking Canadian examples (pipelines, and the national elections). He is involved in a project which has a series of 15-30 day media monitoring projects around the world (DCMET - I think here http://www.education4democracy.net/homeeng). He proposed there were 3 levels of news consumption (noise, participation and echo chambers); and framing (which he positioned as being done by opinion formers and leaders), filtering, and reframing of events. He gave the example of Canada Proud, which has a strong online presence, and which targets men and older women and particular regions of Canada with their message. He also showed how promotion and images was changed and targeted to different genders and different regions to appeal to the different audiences.