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