"From fall 2019 to spring 2021, we interviewed a broad community of practitioners and scholars, including architecture and planning librarians. Participants were asked to define visual literacy, identify necessary skills and competencies for their discipline, and discuss what they perceived as challenges and opportunities. By coding the interviews, we identified four themes that serve as the backbone for the current Visual Literacy Framework Companion Document draft. These themes are: Perceive visuals as communicating information; Participate in a changing information landscape; Practice visual discernment and criticality; and Pursue social justice through visual practice."Photo by Sheila Webber, taken in Second Life, May 2021
Wednesday, June 30, 2021
Tuesday, June 29, 2021
Online mini conference: Lessons Learned and Successes from Delivering Information Literacy Instruction Online
Photo by Sheila Wbber: more roses and bee, June 2021
Monday, June 28, 2021
Forthcoming Library Juice Academy short online courses include:
- Gaming in Libraries, 5 July - 1 August 2021, US $175, led by Lauren Hays and Teresa Slobuski. "the instructors will discuss how they have each created gaming programs at their own libraries. Attendees will be encouraged to consider their own community needs when creating a gaming program." https://libraryjuiceacademy.com/shop/course/126-gaming-in-libraries/
- Crash Course in Assessing Library Instruction, 5 July - 1 August 2021, US $175, led by Candice Benjes-Small and Eric Ackermann "This class is intended for teaching librarians who have some classroom experience and would like to explore different assessment techniques in library sessions, such as one-shots. Using Kirkpatrick’s Levels of Evaluation as a framework, we will discuss how to identify what you want to know and how to match your assessment need to the appropriate assessment technique, and practice assessing student artifacts using a sampling of methods. For each module, we will also discuss strategies for closing the assessment loop." https://libraryjuiceacademy.com/shop/course/145-crash-course-assessing-library-instruction/
- Embedded Librarianship in Online Courses, 5 July - 1 August 2021, US $175, led by Mimi O'Malley. "will discuss ways librarians may embed their skills through reference and research. Discussion will turn to transferring embedded librarianship into the online class using team collaboration, instruction, and guest lecturing. An examination of the librarian as both a subject matter liaison and copyright point person during the design and development of online courses is explored. The course concludes with an analysis of assessing embedded librarian efforts. This asynchronous course is relevant to instruction librarians, outreach librarians, and embedded librarians who seek ways to infuse library resources and services to their growing virtual campuses. This course can be taken as one of the courses in our eight-course Certificate in Library Instruction, but can be taken as a stand-alone course as well." https://libraryjuiceacademy.com/shop/course/081-embedded-librarianship-online-courses/
Photo by Sheila Webber: astrantia in someone's garden, June 2021
Friday, June 25, 2021
- programme (so you can tell which session covered what) https://cdn.who.int/media/docs/default-source/epi-win/4th-im-conference/agenda_4thimconference.pdf?sfvrsn=d2011515_4&download=true
- Videos of the talks https://www.youtube.com/playlist?list=PLBcdAT384bQtMkhk_Yb6u6vX06zvps88o The home page for the World Health Organization's Infodemic Management resources/events is at
https://www.who.int/teams/risk-communication/infodemic-management - you can subscribe to receive email updates about their programme on that page.
Thursday, June 24, 2021
The essay is here https://projectinfolit.org/pubs/provocation-series/essays/the-ischool-equation.html and there are some suggested discussion questions here https://projectinfolit.org/pubs/provocation-series/essays/discussion-questions/ischool-equation-dq.html
Spoiler alert - the author concludes that library students are not being adequately prepared for teaching, and makes some good points. However, she does focus entirely on the situation in the USA, something that was not obvious from the title (I'm in an iSchool! and I'm not in the USA! - in fact there are more iSchools outside North America than within it - see https://ischools.org/Directory).
Photo by Sheila Webber: rose, June 2021
Wednesday, June 23, 2021
New open-access articles: Misinformation; Social media literacy; Social bots; Selective belief; Motivations for sharing
- “One Big Fake News”: Misinformation at the Intersection of User-Based and Legacy Media by Aya Yadlin, Oranit Klein Shagrir. "We show how online mediated spaces that are considered aggressive and counterproductive should also be understood as facilitators of calls against misuse of public resources and manipulations spread in society. We thus suggest that alongside legacy mainstream media, user comments can become part of the solution for the prevalence of disinformation in our current digital media ecosystem."
- Developing a Perceived Social Media Literacy Scale: Evidence from Singapore by Edson C. Tandoc et al. "Through a series of 4 studies (focus group discussions involving social media users and 3 nationally representative online surveys) conducted in Singapore, we identify 4 types of competencies in which social media literacy can manifest: technical, social, privacy related, and informational. ... based on the qualitative results, we developed and tested a perceived social media literacy (PSML) scale through a series of 3 national online surveys, where we found disparities in PSML based on socioeconomic factors."
and the issue has a special section on Comparative Approaches to Mis/Disinformation
- Electronic Armies or Cyber Knights? The Sources of Pro-Authoritarian Discourse on Middle East Twitter by Alexei Abrahams, Andrew Leber.
- Motivations for Sharing Misinformation: A Comparative Study in Six Sub-Saharan African Countries by Dani Madrid-Morales et al
- When Machine Behavior Targets Future Voters: The Use of Social Bots to Test Narratives for Political Campaigns in Brazil by Rose Marie Santini, Débora Salles, Giulia Tucci
- Fighting Zika With Honey: An Analysis of YouTube’s Video Recommendations on Brazilian YouTube by Jonas Kaiser, Adrian Rauchfleisch, Yasodara Córdova
- Belief in or Identification of False News According to the Elaboration Likelihood Model by Chi-Ying Chen, Mike Kearney, Shao-Liang Chang. One of their findings from this quantitative study was "information literacy was not a moderator for any informational cue. This reveals the urgency of improvements in literacy education, especially when considering the roles of individuals as media gatekeepers in SM." However, the 3 items used to measure IL were "I can search for online information when I need to; I contribute to online discussion in the form of writing comments when I need help; I verify online information when I am not sure about its authenticity."
- Selective Belief: How Partisanship Drives Belief in Misinformation by Taberez Ahmed Neyazi, Burhanuddin Muhtadi
Photo by Sheila Webber: floribunda, June 2021
Tuesday, June 22, 2021
There is a new information sheet in the Association of College & Research Libraries' Keeping up with series: Keeping Up With . . . Trauma-Informed Pedagogy. It outlines what this means for learners and teachers, and has links to readings and resources: https://www.ala.org/acrl/publications/keeping_up_with/trauma-informed-pedagogy
Monday, June 21, 2021
Invitations will be sent out the week of the conference to those who registered. The current list of conference sessions is on a padlet with pins on a map that you can click to (in most cases) get a short astract of the talk: https://padlet.com/eriosalvarado/1dlvn74joairwqs8 The final schedule will be posted on the LILi website: https://lili.libguides.com/lili/home. See also the LILi Community Agreements Draft, where they aim to create an inclusive, respectful, and actively engaging environment for all of their virtual and in-person events.
Sunday, June 20, 2021
Photo by Sheila Webber: cow parsley, May 2021
Friday, June 18, 2021
New articles: Everyday information behaviour; youths' perceived information literacy; quality judgements
- Ning Zhang, Qinjian Yuan, Xin Xiang, and Kuanchin Chen. What can you perceive? Understanding user’s information quality judgment on academic social networking sites
- Muhaimin Karim, Shahrokh Nikou, and Gunilla Widén. The role of youths’ perceived information literacy in their assessment of youth information and counselling services
- Muhammad Asif Naveed, Syeda Hina Batool, and Mumtaz Ali Anwar. Resident university students’ everyday-life information seeking behaviour in Pakistan
- Olubukola M. Akanbi and Ina Fourie. The information source preferences and information monitoring behaviour of pregnant women in Pretoria, South Africa
Go to http://informationr.net/ir/26-2/infres262.html
Also, one article from the previous issue that I found particularly interesting was: Lee, L., Ocepek, M.G., & Makri, S. (2021). Creating by me, and for me: investigating the use of information creation in everyday life. Information Research, 26(1). (It looks at use of shopping lists and pinterest boards) http://InformationR.net/ir/26-1/paper891.htmlPhoto by Sheila Webber: young beech leaves, May 2021
Thursday, June 17, 2021
Looking forward to our #FestivIL panel! The UK agenda for Information Literacy Research #FOILResearch
I am chairing the panel, and the other FOIL members, who will form the panel on the 7 July, are: Dr Pam McKinney (a colleague in the Information School, University of Sheffield; Professor Annemaree Lloyd, Dr Alison Hicks and Dr Charlie Inskip from University College London, Bill Johnston from University of Strathclyde, Dr Drew Whitworth from Manchester Institute of Education, Manchester University, and Dr Geoff Walton from Manchester Metropolitan University.
We are putting together a document with position statements and ideas on the focus for IL research in the UK, and aim to collaborate with others to develop it further. I will be posting more about this in the future!
Wednesday, June 16, 2021
- Using Constructive Alignment to Support Metaliteracy in International Classrooms by Schuster, Kristen; Stewart, Kristine. "Drawing on the first author's observational research and the second author's expertise in metaliteracy, we present a case study of international postgraduate students in an interdisciplinary department. The authors synthesize their different areas of work to describe how a fusion of metaliteracy, constructive alignment, and learning oriented assessments (LOA) facilitates student engagement with theories of knowledge organization and extensible markup language (XML) data-encoding standards. "
- Vital Signs: Health Literacy and Library and Information Science Pedagogy in the United States by Garwood, Deborah A; Poole, Alex H. "This research employs content analysis to explore the current state of health literacy training ¡n LIS programs. First, we define and contextualize health literacy. Next, we posit a health literacy framework comprising five attributes based on the American Library Association's (ALA's) core competencies and relevant scholarship. Third, we examine 118 health-related courses offered by 53 LIS programs in the United States and Puerto Rico. Only 38 courses in 25 LIS programs incorporate one or more of the five attributes. "
- The Information Literacy Framework: Case Studies of Successful Implementation by Adle, Morgan. (Review of the book which looks at the ACRL IL Framework: Julien, H., Gross, M. & Latham, D. (2020). The Information Literacy Framework: Case Studies of Successful Implementation. Lanham, MD: Rowman & Littlefiel.
Tuesday, June 15, 2021
Today I gave a presentation for the OneHE Mindsets Information Digital & Media Literacy thematic network, on 3D Virtual Worlds for Professional Development and Lifelong Learning.
Embedded below are the slides, and the references, and a number of other links etc. are at https://docs.google.com/document/d/1jszFFUIPralN3B5T4z5pUpRbxdW9vL3NN7rs8Iz6RVo/edit?usp=sharing I will add the link to the recording when I get it.
Monday, June 14, 2021
Register at https://www.eventbrite.co.uk/e/3d-virtual-worlds-for-professional-development-and-lifelong-learning-tickets-157018980999.
"3D immersive environments have now been used for well over a decade for learning, play, commerce, therapy and more. In this event, our presenter, Sheila Webber, Senior Lecturer at the University of Sheffield, will give an introduction to ways in which virtual worlds are used in education and for personal & professional development, and where the benefits and issues lie.
Sheila will go on to focus on the opportunities for professional development, drawing on her own experience as leader of the Virtual Worlds Education Roundtable, an international educators’ discussion group that has been meeting weekly in the 3D virtual world Second Life (trademark Linden Lab) since 2008, and as a founder member of the Virtual Worlds Education Consortium. Most recently the hype is about 3D virtual realities using VR goggles, but people can also be immersed in what happens on their screens: this emerges from research, but also practical experience, with the continuing rise in computer gaming, including educational sandbox games such as Minecraft."
Hope to see you there!
Sunday, June 13, 2021
Free new online books on education and social media from University College London #openacces @UCLPress
- Garvy, P. & Miller, D. (2021). Ageing with Smartphones in Ireland: When life becomes craft. UCL Press. https://www.uclpress.co.uk/collections/media-studies/products/171340 (an ethnographic study).
- Walton, S. (2021). Ageing with Smartphones in Urban Italy: Care and community in Milan and beyond. UCL Press. https://www.uclpress.co.uk/collections/media-studies/products/171345 (an ethnographic study).
- McConlogue, T. (2020). Assessment and Feedback in Higher Education: A Guide for Teachers. UCL Press. https://www.uclpress.co.uk/collections/education/products/111601
- Scott, D. (2021). On Learning: A general theory of objects and object-relations. UCL Press. https://www.uclpress.co.uk/products/173793
- Savva, M. & Nygaard, L.P. (2021). Becoming a Scholar: Cross-cultural reflections on identity and agency in an education doctorate. UCL Press. https://www.uclpress.co.uk/collections/education/products/130873 (It has chapters from mature students from different parts of the world, on a professional doctorate programme (EdD).
- Brown, N. & Leigh, J. (2020). Ableism in Academia: Theorising experiences of disabilities and chronic illnesses in higher education. UCL Press. https://www.uclpress.co.uk/collections/education/products/123203
Photo by Sheila Webber: floribunda rose and bee, June 2021
Friday, June 11, 2021
Recording: Open Access, Infodemics and Libraries - Exploring the Global Equity of Science #EmergingInternationalVoices
Photo by Sheila Webber: pink hawthorn tree, May 2021
Thursday, June 10, 2021
Photo by Sheila Webber: aquilegia, May 2021
Wednesday, June 09, 2021
- Information literacy of Polish state administration officials in the context of the concept of "good governance" by Zbigniew Osiński.
- Workplace information literacy by Gunilla Widén, Farhan Ahmad, Shahrokh Nikou, Bruce Ryan, Peter Cruickshank. ("This paper brings forward three separate studies, conducted by the authors, highlighting different workplace contexts: small and medium enterprises; universities; and community councils.")
- Exploring effective information use in an insurance workplace by Charles Inskip, Sophia Donaldson.
- Knowing and doing by Ellen Nierenberg, Torstein Låg, Tove Irene Dahl ("3 quantitative measures were developed and tested with several samples of university students to assess knowledge and skills for core facets of IL. ... the tools indicated low to moderate correlations between what students know about IL, and what they actually do when evaluating and using sources in authentic, graded assignments.")
- Web 2.0 tools and information literacy instruction in UK university libraries by William Shire, Pam McKinney.
- Enhancing students’ professional information literacy by Angela Joy Feekery, Katherine Chisholm, Carla Jeffrey, Fiona Diesch (reports on development of an online module).
- Getting to work by Alexandra Hamlett ("The article highlights how collaboration between a librarian and an instructor of a career centered course influenced instructional design for IL instruction in their courses.")
- Using Wikipedia to teach scholarly peer review by Paul Anthony Thomas, Matthew F Jones, Spencer G Mattingly.
Photo by Sheila Webber: wild June rose.
Tuesday, June 08, 2021
There is also a quiz to identify what diet you are on at the moment (though if you have had anything to do with information or media literacy you will quickly spot what the "correct" answers are!). You can request a package of the graphics if you want to use the campaign.
Monday, June 07, 2021
Through their research, they identified 6 dimensions to WIL: Information acquisition; Information evaluation; Information environment awareness; Information use; learning from Information experince; Information ethics. More information in: Ahmad, F., Widen, G., & Huvila, I. (2020). The impact of workplace information literacy on organizational innovation: An empirical study. International Journal of Information Management, 51, 102041. https://doi.org/10.1016/j.ijinfomgt.2019.102041).
The main lesson was that WIL can be used using a quantitative measure, adding an additional way of investigating WIL, although focusing on a specific aspect of WIL would be beneficial. They identified a link between WIL and organisational performance, e.g. leadership, innovation, social capital, and technology. Widen asked the question as to whether there was "enough repect for Il skills in today's workplace". The team included people from different disciplines, and Widen identified the value of publishing outside library & information science, and having an interdiscilinary team helped with this. Future directions were: Information leadership; IL management; new workplace settings (working from home); IL and wellbeing; and the WIL concept itself. They are publishing a book with Facet Publishing on the project, and also an article in the next issue of the Journal of Information Literacy (see here for previous publications).
To quote from the website: "The overall aim of the project is to develop workplace information literacy standard and find suitable methods and measures to study the impact of information literacy skills in the workplace on different levels." The addressed the research questions: "How can different levels of information literacy (individual and organizational) be identified and defined?
What are the differences between digital and traditional information literacy skills in the workplace? Which kinds of literacies are highlighted in workplace context?
What are the differences in information literacy skills between generations? How do they affect collaborative work? What connections can be found between literacy skills, well-being, and productivity? How is the development of workplace information literacy supported by organizations and how it contributes to the achievement of organizational goals? What is the role of workplace information literacy in virtual and global workplaces?"
Photo by Sheila Webber: May rose, 2021
Friday, June 04, 2021
The theme is Northern Relations: Connecting the Unexpected and Overlooked to Information Science, and it is hosted by the University of Alberta. I think there is a very interesting, varied, programme, and it includes a session devoted to information literacy, as well as information behaviour (featuring serendipity!), race, gender, information policy etc. Go to https://www.cais2021.ca/
The information literacy session (starting 1.30 Mountain Time on 10 June) has the following talks:
- Information literacy in Nova Scotia: Systematic mapping of high school learning outcomes; Cora-Lynn Munroe-Lynds
- Information literacy from high school to university: Report of the Ontario School Library Impact Project (OSLIP); Mary Cavanagh, Dianne Oberg, Heather Buchansky, Marc d’Avernas: Kate Johnson-McGregor, Sarah Roberts
- Instruction from the margins: Giving voice to community college librarians; Heidi Julien, Melissa Gross, Don Latham
- Educating and Empowering teen activists in public libraries: A case study of the impact of reading on young adult social justice actions; Jennifer McDevitt
Thursday, June 03, 2021
This led to me rediscovering the Postdigital Science and Education journal, and in particular an issue from over a year ago that is relevant to this blog, volume 2 issue 1, which focuses on Lies, Bullshit and Fake News. A good number of the articles in this issue are open access, including:
- Lies, Bullshit and Fake News: Some Epistemological Concerns by Alison MacKenzie & Ibrar Bhatt
- Infrastructure and the Post-Truth Era: is Trump Twitter’s Fault? by Martin Oliver
- Citizen Engagement in the Contemporary Era of Fake News: Hegemonic Distraction or Control of the Social Media Context? by Paul R. Carr, Sandra Liliana Cuervo Sanchez, Michelli Aparecida Daros
- Parody: Fake News, Regeneration and Education by Christine Sinclair
- To Believe or Not to Believe: an Epistemic Exploration of Fake News, Truth, and the Limits of Knowing by Jennifer Rose
- Opposing the Power of Lies, Bullshit and Fake News: the Value of Truth by Alison MacKenzie & Ibrar Bhatt
Wednesday, June 02, 2021
"At the time of the pandemic when people were struggling with Misinformation and disinformation around COVID 19, students of ADPR conducted workshops on MIL with the emphasis on Fact checking and verification and helped them in developing skills to verify the content they consume.
Students were limited to their homes at the time of lockdown and all their learning were happening through online classes. These workshops were planned and designed to make their classes more engaging and meaningful. These workshops also instilled sense of purpose amongst these students by contributing constructively to the community at the time of crisis.
"Seventy workshops were conducted from December 2020 to March 2021 by the students in both online and offline mode in Delhi and NCR region, Kolkata, Mumbai, Bhubneshwar, Prayagraj, Haridwar, Lucknow, Mathura, Ranchi, Dhanbad, Jaipur, Jodhpur, Bhopal, Betul, Jamshedpur and Ganganagar. More than 800 people were trained in Media and Information Literacy in these workshops. The demography of the workshop participants was diverse. It comprised of college students (45.2%) followed by family members of the students at 9.5 %. This was closely followed by professionals at 7.1%.
"To ensure participation in the MIL Workshop students mostly spoke to the individuals personally and asked them to participate (59.5%). This was followed by collaborating with the colleges at 9.5%, connecting through social media at 7.1% or speaking to the principal or head of the college or school directly, collaborating with an NGO and visiting a café and speaking to the people there. The key points which were discussed during the workshop were how to access information from reliable sources and how to analyze information whether it is true or fake. Some students also discussed how to create content responsibly for the social media."
More news about MILIN is available at https://twitter.com/MILIN_INDIA and https://www.facebook.com/MediaInformationLiteracyIndiaNetwork
Photo by Sheila Webber: white rose, May 2021
Tuesday, June 01, 2021
Photo by Sheila Webber: peace rose, June 2021