The Open Your Eyes project "targets specifically adult learners and educators and seeks to improve their digital skills by providing them with tools to identify fake news and fight the spread of disinformation online" (see https://openyoureyes.info/en/about). Partners included EU Disinfo LAB and the European Digital Learning Network. One output was a database which can be filtered by country and type of resource which aimed to be "a collection of useful tools and initiatives to learn about online disinformation" (it says it will be updated, but it wasn't clear whether that was happening) and a multi-module handbook for adult educators which focuses on teaching adult educators to develop media literacy. From a very superficial evaluation it seemed to me that the American Library Association materials were more immediately useful for librarians, but the material here is also worth investigating, giving a different set of activities and also having a more international scope.
Friday, January 29, 2021
Wednesday, January 27, 2021
Recent articles: tutorials, curriculum mapping; AR game; conspiracy theories; transition; design for serendipity; COVID response
The latest issue of the Journal of Academic Librarianship (Volume 47 issue 1) includes (priced publication - though note a couple of articles, marked below, are open access) :
- Redesigning an online information literacy tutorial for first-year undergraduate instruction by Kimberly Y. Franklin, Kendall Faulkner, Tiffanie Ford-Baxter, Sheree Fu (open access)
- Practicing information literacy: Practicum students negotiating information practice in workplace settings by Sara Sharun
- Using curriculum mapping to scaffold and equitably distribute information literacy instruction for graduate professional studies programs by Ladislava Khailova
- Comparative analysis of academic scientists, social scientists and humanists' scholarly information seeking habits by Alia Arshad, Kanwal Ameen
- Scaffolded research assignment analysis for a required first year course by Jennifer Saulnier, Corey M. Johnson, Kathleen Whalen
- Help first-year college students to learn their library through an augmented reality game by Yingqi Tang
- A call to action for librarians: Countering conspiracy theories in the age of QAnon by Stephanie Beene, Katie Greer
- The higher education environment driving academic library strategy: A political, economic, social and technological (PEST) analysis by John Cox (open access)
- Successes, challenges, and next steps in implementing outcome-based assessment: The case of Istanbul Bilgi University Library by Fatma Didin Sonmez, Sami Cuhadar, Mustafa Kerem Kahvecioglu
- Improv(is)ing research: Instructional design for serendipity in archival exploration by Jason Ezell, Lucy
- Uncovering the information literacy skills of first-generation and provisionally admitted students by Stephanie J. Graves, Sarah LeMire, Kathy Christie Anders
- Transitioning to college: Impact of high school librarians by Lesley S.J. Farmer, Skyler Phamle (open access)
- University libraries response to COVID-19 pandemic: A developing country perspective by Muhammad Rafiq, Syeda Hina Batool, Amna Farzand Ali, Midrar Ullah
Tuesday, January 26, 2021
There is a call for chapter proposals for Practicing privacy literacy in academic libraries (working title) to be published by the Association of College and Research Libraries. The deadline is March 5 2021. "We welcome chapter proposals on all aspects of privacy literacy work in academic libraries ... Chapters will be organized into four sections: What is privacy literacy?, Protecting privacy, Educating about privacy, and Advocating for privacy. Topics might include, but are not limited to: instruction, student engagement, faculty outreach, collection development and resource description, library systems administration, library assessment, learning analytics, and institutional research, and other aspects of library administration, professional development, professional ethics, institutional service, and scholarly communication."
More information at https://drive.google.com/file/d/1OMZjP0QOtYD2DB-GvlAeeoo5l_YHoa8F/view. Submit proposals at https://psu.libwizard.com/f/ACRLPrivLitProposal .
Sunday, January 24, 2021
There is a recording of the webinar from Rachel Chong (Kwantlen Polytechnic University, Canada), delivered on 22nd January 2021, on Indigenous information literacy at https://media.kpu.ca/media/Indigenous+Information+Literacy+-+Background/0_r9ac5esu. The first 25 minutes is her presentation about developing videos and then there is about 30 minutes of interesting questions and comments. You can also access the videos she made, embedded in an Indigenous Studies Libguide here https://libguides.kpu.ca/indigenous/indigenousinformationliteracy and in their own video channel at https://media.kpu.ca/playlist/dedicated/133875/0_3vccum6n/0_pd2m69be. The videos include: source evaluation; Finding Indigenous Voices; Elders and respectful research; TCPS2 and Indigenous Research (TCPS2 is the Canadian guideline on ethical research); How to cite elders in various different bibliographical styles (APA etc.).Photo by Sheila Webber: in winter, looking forward to spring (this hopeful mimosa tree is in flower...), January 2021
Thursday, January 21, 2021
I mentioned previously in 2018 a MOOC developed by universities in Hong Kong, aimed at undergraduates, Infolit for U. It is still available via EdX and they added new material after my previous blog post. The registration/home page for the MOOC is at https://edx.keep.edu.hk/courses/course-v1:UGCULibs+IL1001+2017_01/about
and their Youtube is at https://www.youtube.com/channel/UCtGUWVpBbHrewqZK3G4v91A/videos Anyone can sign up for the MOOC (I tested again that this works).
Wednesday, January 20, 2021
The American Library Association published a guide to support librarians in developing media literacy outside formal education (e.g. in public libraries) and also deliver free one hour webinars on the topic.
The guide is Media Literacy in the Library: A Guide for Library Practitioners and is free to download. The webinars are as follows and are all at 1 p.m. US CT
(which is, e.g., 7pm UK time) :
Media Literacy for Adults: Misinformation and Disinformation February 10, 2021 "Nicole Cooke of the University of South Carolina School of Information Science will discuss how libraries and information organizations are in prime positions to assist their students and patrons with disputing misinformation, disinformation, and malinformation."
Media Literacy for Adults: Architecture of the Internet, February 24, 2021 "Natasha Casey of Blackburn College will discuss cookies, algorithms, and a variety of other parts of the internet that track your online presence. How can we talk about these things with library patrons?"
Media Literacy for Adults: Civics, March 10, 2021 "Join Laura Saunders of Simmons University School of Library and Information Science for a webinar on the important role libraries play in the civic life of their patrons and how that role is shaped."
Media Literacy for Adults: Media Landscape and Economics at 1 p.m. CT "Michael Spikes of Northwestern University School of Education and Social Policy will discuss how this mix of [professionally produced and user-generated] content leads to a “blurring of the lines” between various types of content making it difficult to tell what is trustworthy and what is not.
Media Literacy for Adults: Media Engagement and Creation, April 14, 2021
For all these (including the guide), go to https://programminglibrarian.org/articles/media-literacy-adults-free-practitioners-guide-and-webinars?
Media Literacy for Adults: Meeting Patrons Where They Are, the first webinar, was held on January 12, 2021 and this page has links to the recording, powerpoint and resource list
Photo by Sheila Webber: ex-Xmas trees of South London, January 2021
Tuesday, January 19, 2021
Andrew Walsh has launched a new online network for anyone interested in teaching
or training in library settings, Library Instruction. It will include some content, but is mainly focused on enabling people to exchange experience, advice and support and to collaborate e.g. on events. You can join for free or pay get a premium service ($14.99, to cover hosting costs) "There will be additional content in a private section of the network for premium members (initially a PDF of “The Mini Book of Teaching Tips for Librarians" [by Andrew Walsh]..., but most things will be available for free to all."
To join, go to https://library-instruction.mn.co
Monday, January 18, 2021
On 22 January 2021 at 10-11 US MT (which is, e.g., 17.00-18.00 UK time) there is a webinar Indigenous Information Literacy project (40 min presentation, 20 min q and a). "The United Nations Declaration on the Rights of Indigenous Peoples and the Truth and Reconciliation Calls to Action both demand improved recognition regarding Indigenous Peoples information rights. In response to these documents and to support local Kwantlen Polytechnic University commitments to decolonize and Indigenize, a series of instructional videos were created to encourage faculty to include Indigenous Information Literacy training in their virtual courses. This presentation will outline how the Indigenous Information Literacy project came into being, the process involved in creating the videos, an overview of the content, as well as a discussion on sharing and implementation." It is presented by Rachel Chong, Indigenous Engagement and Subject Liaison Librarian at Kwantlen Polytechnic University, Canada, on the unceded traditional and ancestral lands of the Kwantlen, Musqueam, Katzie, Semiahmoo, Tsawwassen, Qayqayt, and Kwikwetlem Peoples. Chong is Métis through her maternal grandfather’s lineage.
Registration link: https://forms.gle/8TaXASpBE3xts2vi6Photo by Sheila Webber: ex-Xmas trees of South London ( 2-tree household), January 2021
Friday, January 15, 2021
A limited number (300) can register for the free ACRL online webinar SLILC Midwinter Virtual Discussion: Open and Inclusive Pedagogies from and Beyond Your Living Room, on February 10 2021, at 3-4pm CST (which is, e.g., 9pm-10pm UK time)
"Facing the challenges of a global pandemic and confronting the harsh realities of racial and social injustice over this past year, teaching librarians have become increasingly attuned to the value of open and inclusive pedagogies. This is reflected in growing conversations about open educational practices (OEP), which extend beyond the mere use of open educational resources to include “collaborative, pedagogical practices employing social and participatory technologies for interaction, peer-learning, knowledge creation and sharing, and empowerment of learners” (see Catherine Cronin & Iain MacLaren’s “Conceptualizing OEP”). Open educational practices are intended to remove barriers to meaningful learning and to invite students to be active agents in their learning. This “Ask the Room” discussion-based event will be an opportunity for fellow librarians to share opportunities, challenges, and questions related to open educational practices in their everyday work now and in the foreseeable future. The event organizers (the ACRL SLILC Committee Open Educational Practices team) will use participants’ ideas and feedback to inform future professional development offerings and resources. " All are welcome. No ALA membership or conference registration required.
Thursday, January 14, 2021
There is a 2nd call for proposals for the Critical Approaches to Libraries Conference (CALC) conference taking place online, 5-6 May 2021. The deadline for proposals is 14 February 2021. This call is open to all. The scope of the conference is as follows "Our aim in this conference is to provide a space to share and range of ideas and practices in all areas of critical library practice, including (but not limited to) decolonisation, critical information literacy and critical pedagogy, equality, diversity and inclusion library work and services and representation of marginalised groups in society, academia and collections. Similarly we are interested in sharing experiences and practices from all areas (collections, liaison, teaching and learning etc.) and sectors of library work (HE, FE, health, public, school and special libraries and special collections). If you work in or with the library sector and are interested in challenging the dominant “historical, cultural, social, economic, political and other forces that affect information” (Gregory and Higgins 2013) then we would love you to attend this conference." (source here)
For more information, go to http://calc.coventry.domains/participate/call-for-papers/
Tuesday, January 12, 2021
There is a call for chapter proposals for Instructional Identities and Information Literacy: Transforming Our Profession, Our Institutions, Our Programs, and Ourselves, a forthcoming book to be published by ACRL. The deadline for proposals is 31 March 2021. This "seeks to emphasize real-world examples from an array of librarians to explore how teaching-centric perspective transformation can happen in diverse environments, for librarians with diverse needs, around diverse instructional issues (e.g. teaching with technology, considering critical pedagogy, integrating the Framework into instruction, finding nexus with other literacies). In this book, we’ll use transformative learning theory, and the diverse ways to consider this approach to adult learning, to more fully explore how these ideas may be put into action for libraries and librarians looking to reconsider their instructional identities and teaching practices." The proposed sections are:
"- Instructional Identities: Have you had personal experience in exploring, critically reflecting on, and/or redefining your own identity as an educator in the wake of social, political, or cultural events? Did you lead or engage in a shared professional learning opportunity for a group of librarians (journal clubs, learning communities, etc.) that focused on transforming or reshaping teaching identities?
"- Program Identities: Has your library unit worked in systematic, intentional ways to reshape how your library offers information literacy instruction? How has transformation played a role in such work?
"- Institutional Identities: Have you and your colleagues spearheaded efforts to connect information literacy instruction to student success initiatives, high-impact practices, or other institution-wide efforts? Have you had a strong voice on your campus in redefining information literacy broadly or for specific disciplines, especially since the release of the Framework for Information Literacy for Higher Education?
"- Professional Identities: Do you have a distinct perspective on how we, in librarianship, might transform our instructional work to be more anti-racist, inclusive, or critical?"
More details at https://sites.google.com/oakland.edu/instructional-identitiesPhoto by Sheila Webber: Ex-Xmas trees of South London, January 2021
Monday, January 11, 2021
New articles: reflecting on IL instruction; librarians as teachers; flipped classroom; copyright; learner confidence; data literacy; IL design
There is a new issue of the open-access Journal of Information Literacy (volume 15 issue 1). The articles and project reports are:
- Critical discourse analysis as a reflection tool for information literacy instruction by Devina Dandar, Sajni Lacey
- Librarians’ development as teachers by Andrea Baer
- Copyright Dough by Hannah Pyman, Katrine Sundsbø
- A flipped classroom approach to teaching search techniques for systematic reviews to encourage active learning by Karen Poole
- Teaching a one-credit course on data literacy and data visualisation by Tatiana Usova, Robert Laws
- Evaluating confidence in information literacy by David Bedford
- Information-Wise by Jaro Pichel, Barend Last, Julie de Ronde, Alicja Garbaciak, Henrietta Hazen, Stefan Jongen
Go to https://ojs.lboro.ac.uk/JIL/issue/view/223
Photo by Sheila Webber: ex-Xmas trees of South London, January 2021
Friday, January 08, 2021
Photo by Sheila Webber: ex-Xmas trees of South London, January 2021
Thursday, January 07, 2021
The Centre for Ageing Better has created a small library of freely-usable (under CC) photos which show more realistic and positive images of older people. Avoiding ageist stereotyping in images of older people is one of the aspects of Age-Friendly Media and Information Literacy #AFMIL that Bill Johnston and I have identified. As the Centre for Ageing Better notes "images of wrinkly hands clasped together in consternation is an all too common sight" and they also urge people to avoid images that emphasise frailty "sad eyes, beige sofas etc.". (This is what you get, for example, if you search "elderly" on Unsplash .... https://unsplash.com/s/photos/elderly.)
This is a good project that hopefully will be added to (e.g. I'd find it useful to have more pictures of older people using online devices). There is information at https://www.ageing-better.org.uk/news/age-positive-image-library-launched, the library is at https://ageingbetter.resourcespace.com/pages/search.php and they have a short guide to creating age-positive images https://www.ageing-better.org.uk/sites/default/files/2021-01/Age-positive-image-library.pdf
Thanks to Pam McKinney for drawing this to my attention
Photo by P. Kindersley used under a CCO attribution no-derivatives license downloaded from the Centre for Ageing Better library at https://ageingbetter.resourcespace.com/?r=8373&k=963f01d79b
Wednesday, January 06, 2021
SEDA is a professional association for staff and educational developers in the UK "promoting innovation and good practice in higher education". Firstly, it has a call for proposals for its (online, 6-7 May 2021) spring conference Brighter Future - Opportunities for Educational Change, with a proposal deadline of 29th January 2021. The three themes are: (1) What have we learned from over a year of the ‘new abnormal’ in optimising the student experience (e.g. through course design, student support); (2) How are we applying what we have learned in these, and other areas of educational change, to the design of the University Experience for the future? (3) Reimagining how we engage in educational change to ensure the most positive student experience. More info at https://www.seda.ac.uk/spr-con-2021
Secondly, SEDA is running 3 wellbeing workshops, one (on 11 February 2021) focusing on learners' wellbeing, one (on 9 March 2021) on staff (which in the UK is a term which includes faculty), and (on 21 April 2021) one on wellbeing of educational developers. They cost £35 each for non members, less for SEDA members. You can register for all 3 here https://www.eventbrite.co.uk/e/establishing-a-wellbeing-equilibrium-x-3-workshops-registration-133064723169 and for the educational developers' one (which I think should also be of interest to librarians) individual registration is here https://www.eventbrite.co.uk/e/establishing-a-wellbeing-equilibrium-education-developer-wellbeing-registration-133210782035
Photo by Sheila Webber: the last in my "wreaths of South London" series (December 2020): next up - discarded Xmas trees of South London.
Tuesday, January 05, 2021
An online conference takes place January 30 2021 9.00-15.15 CET (which is, e.g., 8.00-14.15 UK time) on the transnational project Intercultural perspectives on information literacy on January 30, 2021, with [particular input from collaborative Indian-German groups. The project involves the University of Hildesheim and the Symbiosis College of Arts and Commerce in Pune and its website is here https://ipil.blog.uni-hildesheim.de The programme includes
Information behaviour in Corona times (Student session 1: Information behaviour)
'What I believe is surely true.' How to correct cognitive errors to promote an open mind." (Student session 1: Information behaviour)
The Role of Metaliteracy in Designing Open Learning Initiatives Thomas P. Mackey & Trudi E. Jacobson, State University of New York, USA
Impact of pandemic on education sector (Student session 2: Education)
How to cultivate information literacy in rural environments (Student session 2: Education)
Workshop: Cultural aspects of information literacy
To participate, e-mail theresia.woltermann (at) uni-hildesheim.de by January 23, 2021. More information at http://ipil.blog.uni-hildesheim.de/registration
Photo by Sheila Webber: wreaths of South London, December 2020
Monday, January 04, 2021
On 10 February 2020 at 3:30-4:30pm UK time, cost £24, there is a webinar organised by the UK's School Library Association Critical Media Literacy vs Information Disorder: School Library as Third Space. It is run by media literacy expert Julian McDougall. "This webinar will explore how the concept of ‘third space’ in education applies to what happens in school libraries and how they might offer a ‘third space’ intersection for critical media literacy in the era of ‘information disorder’. Using ‘fake news’ as a case study, we will think about how the school library can offer a critical thinking space that combines school subject knowledge with students’ media experiences." Register at https://www.sla.org.uk/ticket/critical-media-literacy-vs-information-disorder-school-library-as-third-space/10048
Photo by Sheila Webber: wreaths of south London, December 2020
Saturday, January 02, 2021
Starting the year with evidence! There is a Cochrane Collaboration systematic review: Printed educational materials: effects on professional practice and healthcare outcomes. The methods are, of course, given in detail and the findings of the review explained clearly. They reviewed 84 research studies. To quote from the plain English summary
"The aim of this review was to find out whether printed educational material distributed to healthcare professionals can improve their practice and in turn improve patient health.
"Key messages: The results of this review indicate that printed educational materials probably improve the practice of healthcare professionals and probably make little or no difference to patient health. The results also suggest that computerised versions may make little or no difference to healthcare professionals' practice compared to printed versions of the same printed educational material. Further research with rigorous methodology is likely to have an important impact on our confidence in these estimates of effect, and may change the estimate." The review is open access at https://doi.org/10.1002/14651858.CD004398.pub4
Photo by Sheila Webber: doorway, December 2020