Presentations from #LILAC22

Recordings and presentations from the LILAC 2022 conference (held in April) are available at https://www.lilacconference.com/lilac-archive/lilac-2022-1
There are the pre-recorded videos of keynotes:
- Susan Connor, Ray Smith (he/they), Imogen Webb (she/her), Rachel Wilding (she/her) (Manchester Metropolitan University’s iSchool) - Student Panel
- Marilyn Clarke (Director of Library Services at Goldsmiths, University of London) - Decolonisation as a means to creating an equitable future
- Emily Drabinski (Critical Pedagogy Librarian at the Graduate Center, City University of New York) - Structure and Power: Information Literacy for Liberation 

There are links to presentation slides, as follows:
- Augustine, K. & Hollcraft, J. Implementing the question formulation technique in a first-year composition course throughout the pandemic
- Bagger, A., Ramsgaard, L. & Tang, H. Educational design patterns: going beyond the classic information literacy concept
- Belantara, A. & Drabinski, E. Sharing information literacy concepts through sound: sounding the radical catalog
- Beveridge, L. Dyslexia creativity and information seeking: how can academic librarians acknowledge neurodiversity in their information literacy practice?
- Bickley, R. Information literacy as activism: standing up to the academic e-book industry
- Brittle, K. & Newbigging, C. Are you a teaching librarian? How two ‘imposters’ grew a library help centre
- Brookbank, E. Serving and supporting students as whole people
- Cannon, P. Exploring how university lecturers construct their knowledge of information and digital literacy and what that means for teaching in universities moving forward
- Connell, B. Designing information literacy materials using student voice - building self directed blended learning programme for lifelong learning students Institute of Technology Carlow
- Dawes, L. & Anaya, T. Is hybrid here to stay? Developing flexible instruction that support community inquiry and active learning
- Dunlop, S. The future of feedback: evaluation of information and digital literacy teaching in higher education
- Flood, J. & Coxhead, B. Critical sustainability research workshop: an example from UAL Libraries' Sustainability Toolkit
- Goldstein, S., Secker, J. & Harding, A-L. MILA Framework workshop
- Hamlett, A. Laying the foundation how faculty led IL instruction improves students success
- Harding, A-L. Introducing information literacy at the House of Commons
- Haworth, A., Grant, V., McIndoe, S., Sadler, R. & Taylor, D. Moving forward as one University: the impact of reshaping information and digital literacy to integrate with refreshed graduate attributes
- Howard, H. & Phillips, M. Transitioning from academia to the workplace: information literacy experiences of business students
- Inskip, C., Hicks, A., Lloyd, A., Mckinney, P. & Walton, G. Leveraging information literacy: mapping the conceptual influence and appropriation of information literacy in other disciplinary landscapes
- Jenkins, R., Love-Rodgers, C. & Dozier, M. Librarian consultations - supporting student researchers in the hybrid world
- Kaufmann, K. Factors that impact the relevance of information literacy to college students: the kaleidoscope effect
- King, M. Inclusive teaching practices to improve the learning experience for neurodivergent learners: practical strategies from the perspective of a neurodivergent librarian
- Lapham, J. The value of librarian -led information literacy lessons for higher education students in the further education college environment
- Lincoln, H. & Chiu, T. Perceptions of the ‘find it out yourself method’: developing self efficacy and students as tourists in academic communities of practice
- Long, J. & Hicks, J. Maker literacy: connecting IL within the maker movement
- Love-Rodgers, C. & McDonald, S. L. Catapulted by COVID: hitting new information literacy targets at the University of Edinburgh
- Maniates, R. Revisiting the one-minute paper: personal reflections student engagement and assessing the assessment
- Maybee, C. & Kaufmann, K. Information literacy: elements of a maturing discipline - McAndrew, E. Wikipedia student activism and the Ivory Tower
- Mckinney, P. & Webber, S. Using theories of change to evaluate information literacy initiatives - this presentation isn't linked on this site, but you can find it here ;-) https://www.slideshare.net/sheilawebber/using-theory-of-change-to-evaluate-information-literacy-initiatives
- Minta, L., Gregory, N. & Thompson, E. Breaking out of the library bubble: information literacy and curriculum alignment
- Morrison, C., Secker, J., Wakaruk, A. & Gareau-Brennan, C. COVID and the copyright literacy community of practice
- Naughton, J. & Robertson, S. Turning a challenge into an opportunity: health literacy training for NHS knowledge and library staff
- Newnham, P. Information literacy and the transition to university education. Reflections and initial findings from Lancaster University Institute of Curriculum Enhancement (ICE) fellowship research project
- Nierenberg, E. & Dahl, T. I. The development of students as information literate individuals: results from an 86% complete PhD in information literacy
- Panes, M. & Mellifluo, L. Community building in complex settings: exploration based on Swiss multi-library initiatives for gamifiers
- Pavey, S. Looking for information literacy in the English National Curriculum and exam syllabi
- Pavey, S. What if no-one had information literacy skills?
- Penton, S. Using educational technology to convey complex Information Literacy topics: animating OSCOLA referencing and copyright
- Peppard, C., Parkhill, S. & Chalkley, A. Self service or checkout confusion?
- Phillps, K. & Joel Burkholder, J. A wolf in sheep’s clothing: genre confusion and Fake News
- Preest, K. & Sewell, C. Increasing inclusivity: developing a HEA accredited teaching course for librarians
- Randall, S., Naylor, N. & Wills, D. Trusted information in unprecedented times: reflecting on two years of learning from the PIF TICK trust mark for health information
- Secker, J., Tilley, E., Mizrachi, D. & Grim, G. Students academic reading and information literacy in a time of COVID
- Soderman, J. The power of collaging in unlocking research topics
- Thomson, K. Teaching how to structure literature reviews via 1990s movies
- Thorpe, C. & Paterson, F. Supersize my session. Reflections on redesigning a small scale workshop for a large scale setting in-person and online
- Trowell, C. & Meehan, L. Reuse recycle repurpose - moving from a plagiarism guide to a sustainable good academic practice toolkit
- Usova, T. Teaching data visualization as a one-credit course - Walsh, A. Changing signature pedagogies for information literacy
- Walton, G. Tailoring information literacy instruction using the information discernment diagnostic questionnaire
- Walton, G. Mainstreaming information literacy: analysing Educational Preventing Violent Extremism programmes (EPVEs)
- Wegener, D. Information literacy in Asia: the case at the Singapore Institute of Technology
- Westbury, M. & Hicks, A. JIL: Getting your writing groove back
- Whitworth, A. Information in isolation: the arrival of high speed internet in a very remote country
- Williams, J., Hicks, A., Baer, A., Hollister, C. & Westbury, M. Prioritising Inclusion and Equity in Information Literacy Scholarship: A Panel Conversation with the Editors of CIL and JIL
- Woodcock, J., O'Hara Mia & Pothecary, J. Developing a systematic review search strategy through online and peer active review

Photo by Sheila Webber:lilac, 2022.

New articles: The disinformation society: The impact of fake news on the public sphere

The latest issue of open access journal Comunicar, (issue 72) has the theme: The disinformation society: The impact of fake news on the public sphere. It is available in English and Spanish (the link below to the whole issue is to the English version, but the individual links are mostly to the Spanish; click on the flags at the top to go to a different language) https://www.revistacomunicar.com/index.php?contenido=revista&numero=72&idioma=en
- Creators and spectators facing online information disorder. Effects of digital content production on information skills by Gabriela Taddeo | Belinda de-Frutos-Torres | María-Cruz Alvarado https://doi.org/10.3916/C72-2022-01
- Unraveling disinformation: Notions and discourses from the Spanish population by Lidia Valera-Ordaz | Marina Requena-i-Mora | Dafne Calvo | Guillermo López-García https://doi.org/10.3916/C72-2022-02
- Russian disinformation in Eastern Europe. Vaccination media frames in ro.sputnik.md by Andreea-Alina Mogoș | Teodora-Elena Grapă | Teodora-Felicia Șandru https://doi.org/10.3916/C72-2022-03
- Rhetoric of parliamentary disinformation on Twitter by Eva Campos-Domínguez | Marc Esteve-Del-Valle | Cristina Renedo-Farpón https://doi.org/10.3916/C72-2022-04
- Quality recognition as a prescriber against disinformation by Dolors Palau-Sampio | Adolfo Carratalá | Raquel Tarullo | Paz Crisóstomo https://doi.org/10.3916/C72-2022-05
- The life of COVID-19 mask memes: A diachronic study of the pandemic memescape by Marta Dynel https://doi.org/10.3916/C72-2022-06
- Virtual reality with distractors to overcome public speaking anxiety in university students by Emma Rodero | Olatz Larrea https://doi.org/10.3916/C72-2022-07
- Political hate speech of the far right on Twitter in Latin America by Enrique Díez-Gutiérrez | María Verdeja | José Sarrión-Andaluz | Luis Buendía | Julián Macías-Tovar https://doi.org/10.3916/C72-2022-08 - Smartphones in Higher Education. A longitudinal qualitative study by Irina Salcines-Talledo | Natalia González-Fernández | Laura Díaz-Herrera | Manuel Area-Moreira https://doi.org/10.3916/C72-2022-09
- Interdisciplinarity of scientific production on hate speech and social media: A bibliometric analysis by Antonia Ramírez-García | Antonio González-Molina | María-del-Pilar Gutiérrez-Arenas | Manuel Moyano-Pacheco https://doi.org/10.3916/C72-2022-10
Photo by Sheila Webber: ferns, May 2022

SET Training School: Towards a Curriculum for Social and Digital Inclusion and Lifelong Learning #WLIC2022

There is a free physical-only WLIC satellite event in Dublin, Ireland 29-30 July 2022: Towards a Curriculum for Social and Digital Inclusion and Lifelong Learning. It is organised by the IFLA Section Education and Training (SET) and hosted by the School of Information & Communication Studies, University College Dublin (UCD), Ireland. It is held immediately after the World Library and Information Conference in Dublin. It is free, but limited to 50 participants.
"The Post-Conference Satellite aims to provide an overview of conceptual foundations of community-centered LIS education, reflecting IFLA Global Vision and a paradigm shift to proactive libraries transforming communities. SET Training School addresses the knowledge and skills Library and Information Science (LIS) professionals require to take on leadership roles and to become advocates and change-makers who enrich the lives of the diverse communities they serve. This in-person Satellite will provide the opportunity to explore contemporary educational programs and projects and to discuss future developments of curricula suitable for the community-centered libraries that are aimed at social inclusion, digital equity, and lifelong learning." 

I am honoured to say that I was asked to give a keynote talk on the 29th. Other talks are from colleagues in South Africa, Ireland, Nigeria, Oman, Ireland, the Netherlands and the USA. The full programme and link to booking form is here: https://www.ifla.org/news/set-satellite-conference-set-training-school-towards-a-curriculum-for-social-and-digital-inclusion-and-lifelong-learning/

Webinar: Building a Media, Digital and Information Literate Scotland

The Scottish Information Literacy Community of Practice has organised an online event on 8 September 2022 13.00-16.30 UK time featuring:
- The UNESCO Media and Information Literacy initiatives - I will be giving this talk
- Young People and IL – a panel discussion – with North Ayrshire Learning to Learn, Maddie is Online and Young Scot
- Making Sense of Media Literacy -– Ofcom
- Information for Wellbeing course: empowering communities through digital, information and health literacy
- Information professionals and volunteers as ‘digital proxies’: impact on effectiveness of clients and employees of informal support in accessing services
- Wiki session – a Smorgasbord of work  

For info and registration go to https://www.cilips.org.uk/events/infolit/

Call for funding applications from Purdue University's Institute for Information Literacy

There is a call for Applications for funding from Purdue University's (USA) Institute for Information Literacy, with US $4,000 Research Grants available for five suuccessful applicants. The application deadline is 15 July 2022. "With generous funding from Bob and Judy Brady, the Institute for Information Literacy at Purdue (hereinafter referred to as the Institute) invites applications for a two-year research funding program. The Institute will fund research projects that examine complex information challenges within select contexts and aim to develop or enhance information literacy models that enable people to successfully navigate and contribute to today's information environment....
The Institute will support and share innovative, community- or context-specific information literacy research (i.e. healthcare, social media, publishing). As information literacy is interdisciplinary by nature, projects that demonstrate a substantive collaboration between research from different fields (such as psychology or political science and information studies) will be prioritized for funding. Information Literacy research and practice largely focuses on students in educational settings.
The Institute seeks to expand knowledge around information literacy within a range of settings; therefore, priority will be given to projects that focus on effective information practices applied in a range of contexts and communities."
Any information literacy researchers, including current students or post-docs, can apply. Applications will be reviewed July–August 2022. Funding will be awarded in September 2022.
There is more information at https://www.lib.purdue.edu/IILP.
Applicants have to complete a 2–3 page proposal using a proposal template and email it to InstituteIL@purdue.edu
Photo by Sheila Webber: white rose in Yorkshire, June 2022

Designing an Information Comic

An open access publication from the International Visual Literacy Association is the IVLA Book of Selected Readings at https://ivla.org/category/ivla-book-of-selected-readings-publications/ and the 2022 edition has been published.
One chapter that caught my eye is Designing an Information Comic by Maaike Wessels-Compagnie. It describes (with illustrations) the process of turning textual material on education (by another author) into a comic (it is an "information comic" in the sense that it is informational, as opposed to purely entertaining). The author consulted a small pool of critical friends, including the author of the original material, to give feedback alongthe way, and it is interesting to see the feedback and how Wessels-Compagnie responded to it.
The abstract is "This study revolves around the idea that using the visual language of comics to communicate scholarly knowledge benefits learners in higher education. The researcher transformed the written academic prose of pages 58-70 of Mayer’s Multimedia Learning (2009) into a 12-page information comic with help of expert informants and found that it is possible to create an information comic that communicates academic ideas provided the researcher has 1) a high level of visual literacy, 2) accepts that intersemiotic translation always leads to new meaning, 3) accepts that emotion will become part of the final product, and 4) accepts that it takes considerable time to create the imagery. Based on the literature, experience and expert feedback, the researcher identifies 12 possible steps for the design of information comics and six reasons why information comics demonstrate great potential for learning" https://ivla.org/wp-content/uploads/2022/05/1-Designing-a-Information-Comic.pdf
Photo by Sheila Webber, taken in Second Life, April 2022

Webinar: Faculty partnerships

There is a free webinar hosted by the Special Library Association Academic & Education Community and ACRL's EBSS Education Committee on 8 July 2022 at 1:30pm US EST (which is, e.g. 6.30pm UK time). Amber Eakin (Instructional Librarian, Strayer University, USA)who will discuss faculty partnerships. "Faculty members have inherent authority with their students. By partnering with faculty and tying instruction to classroom assignments or needs, we can deliver information literacy instruction to a broader and more invested group of students. This session will explore developing lasting faculty partnerships, implementing an intake system for faculty requests, and supporting accessibility measures along the way. While our instruction services are entirely virtual, these lessons can apply to hybrid or in-person instruction." Register in advance at https://zoom.us/meeting/register/tJMvceqtpzwsHtDYWS_rchrX5m7G3s7BG3DS
Photo by Sheila Webber: Ritz, 2022

New articles: Health information; Information literacy self-efficacy; Agricultural information; Managing personal records

There is a new issue of the open access journal Information Research (volume 27 issue 2). It includes
- Muhammad Asif Naveed. Information literacy self-efficacy of scientists working at the Pakistan Council of Scientific and Industrial Research
- Reijo Savolainen. What drives people to prefer health-related misinformation? The viewpoint of motivated reasoning
- Matt Balogh, William Billingsley, David Paul, and Mary Anne Kennan. Understanding the management of personal records at home: a virtual guided tour 
- Marco Capocasa, Paolo Anagnostou, and Giovanni Destro Bisol. A light in the dark: open access to medical literature and the COVID-19 pandemic
- Murat Konca, Şenol Demirci, Cuma Çakmak, and Özgür Uğurluoğlu. Exploring the socio-economic determinants of health information-seeking behaviour on the Internet in Turkey
- Tami Oliphant, Tanya Berry, and Colleen M. Norris. ‘In a perfect world doctors and the medical profession would accept people for who they are’: women’s heart health information practices
- Tumpe Ndimbwa, Kelefa Mwantimwa, and Faraja Ndumbaro. Smallholder farmers’ satisfaction with agricultural information accessed in rural Tanzania
Go to http://informationr.net/ir/27-2/infres272.html
Photo by Sheila Webber: Ritz, 2022

ACRL Instruction Section newsletter

The ACRL Instruction Section newsletter vol 39 no.1 is published. It includes descriptions of five resources on "Inclusive Pedagogy for Remote Learning"; short articles about Implementing Minute Papers in the Library Instruction Classroom and #ForYou: Algorithms & the Attention Economy; a summary of the "best practices" interview with Dawn Knight (Dean of Libraries) and Malette Payne (Emerging Technologies Librarian) from Southern University and Agricultural & Mechanical College, USA ; and a short profile in memory of Miriam Dudley. The newsletter is at https://acrl.ala.org/IS/wp-content/uploads/is_spring2022.pdf. The newsletter home page is here.

Thanks also to Esther Grassian for highlighting the still-interesting material by Miriam Dudley:
Dudley, Miriam. (1970). Chicago Library Program.  UCLA Library Occasional Papers: Chicano Library Program. UCLA: Library. Retrieved from https://escholarship.org/uc/item/8b71f1ct
Dudley, Miriam. (1981). Library Instruction Workbook: A Self-Directed Course in the Use of UCLA's College Library. UCLA: Library. Retrieved from https://escholarship.org/uc/item/2f5081hp
Photo by Sheila Webber: cakes at the Ritz, 2022

LILi 2022 Virtual Conference

Registration is open for the free online conference: LILi 2022 with the theme: Teaching and Learning: Introducing New Topics, Pivoting Online, and Starting from Scratch taking place on 8 July 2022, 10 AM 3 PM US Pacific time (which is, e.g. 6pm-11pm UK time). There is optiona; pre-conference chat & Tai Chi exercises half an hour before the conference starts. |You need to register by 1st July 2022 at https://tinyurl.com/2we2ux5x. The schedule is at https://lili.libguides.com/lili2022/schedule. Please be aware that the order of sessions may change.

New article: How Disinformation Reshaped the Relationship between Journalism and Media and Information Literacy

An interesting new article from Professor Divina Frau-Meigs
Frau-Meigs, D. (2022). How Disinformation Reshaped the Relationship between Journalism and Media and Information Literacy (MIL): Old and New Perspectives Revisited. Digital Journalism https://doi.org/10.1080/21670811.2022.2081863
"The fight against rampant disinformation has triggered two major answers: fact-checking and news literacy. These affect the established fields of journalism and of Media and Information Literacy (MIL). They create opportunities for new entrants from the margins to enter professional fields in need of revamping. Using information and communication sciences research on policy and organizations and on the interplay between agency, platforms and networks, this analysis focuses on three main criteria for evaluating the field-configuring role of disinformation: policy rules and professional canons (to regain some lost political and economic ground), key events and projects (to provide sense-making strategies), and interactions with audiences and communities (to restore trust and reputation). Focusing on the European Union as main terrain of analysis due to its pioneering initiatives, this analysis first considers the mutual benefits afforded by the fight against disinformation. Then considers three main challenges: MIL risks being reduced to news literacy, digital journalism risks being reduced to fact-checking, and the disinformation discourse risks downscaling the emphasis on information. It concludes with the implications for the future for all actors to effect real field change in MIL and journalism."
Photo by Sheila Webber, huge rambling rose, May 2022

In-person workshop & virtual : Global and Comparative Research Design in Library and Information Sciences

There is an IFLA satellite meeting 30 - 31 July 2022 at DCU, Dublin, Ireland, Global and Comparative Research Design in Library and Information Sciences. The inperson workshop costs €37.92, the virtual portion is free. It is organized by IFLA Library Theory and Research (LTR) & Social Science Libraries Sections (SSL) in cooperation with IFLA Journal. Registration is required.
"This workshop introduces participants to methods and tools to equip them to design, conduct, and critique qualitative and mixed methods research in international and comparative settings. Participants will explore the strengths and weaknesses of a variety of data collection methods and evaluate strategies for research design. ... Participants should come to the workshop with a specific project or set of research questions in mind. Participants will have opportunities to apply topics of discussion to their own idea during the workshop and work directly with the expert panelists and discussion leaders.
More information is on the IFLA site: https://www.ifla.org/events/satellite-meeting-global-and-comparative-research-design-in-library-and-information-sciences/

New articles: Trends; Learning Communities; ACRL Framework for social work; Mid career librarians

Open access journal College & Research Libraries News has a new issue (Vol 83, No 6, 2022). It includes:
- Top trends in academic libraries: A review of the trends and issues 2021–22 by the ACRL Research Planning and Review Committee (one trend is "Critical Librarianship" including Critical Information Literacy)
- Powerful pedagogy: Facilitating a faculty learning community in special collections by Judy L. Silva "Facilitating a Faculty Learning Community (FLC) in Special Collections is an excellent way to introduce faculty to unique primary resources and teaching materials. As a faculty librarian, I facilitated an FLC in which classroom faculty participants explored the university library’s Special Collections to identify resources for enriched pedagogy and original student research. This article outlines the setting, objectives, planning, activities, outcomes, and a discussion about this Special Collections FLC"
- Staying engaged: A conversation with mid-career librarians by Alyssa Martin, Amy Smith, Debbie West
- Perspectives on the Framework One step at a time: Integrating the Companion Document to the ACRL Framework for Information Literacy for Higher Education: Social Work into an existing instruction program by Esther Roth-Katz
Go to https://crln.acrl.org/index.php/crlnews/issue/view/1619/showToc
Photo by Sheila Webber: roses, May 2022

Webinars: Creating Informed Learners in the Classroom

There is a 3 day online symposium organised Purdue University, USA, 12-14 July 2022, Creating Informed Learners in the Classroom (CILC) Symposium.
The symposium is in the afternoon US Eastern time (so they will be e.g. in the evening UK time). For example the schedule on the first day is: Opening Conference Reception (2:45pm-3:00pm EST); Welcome Address (3:00pm-3:20pm EST); Showcase 1 (3:20pm-4:20pm EST) Featuring instructor Danni Gilbert and librarian Anita Breckbill (University of Nebraska-Lincoln); and librarian Annette Bochenek (Purdue University) will describe her project (conducted with instructor Meara Habashi); Keynote Speaker: Christine Bruce (4:30pm-5:45pm EST) Information Literacy Ethics: Towards a Framework to Guide Professional Practices.
"The symposium highlights recent work on the integration of information literacy into courses using the informed learning model. The founder of informed learning, Christine Bruce, will give a keynote address. Information literacy researchers, Drew Whitworth and Lorna Dawes, will give invited talks describing how they have used informed learning in their research and teaching. This event will also showcase the collaborative work of librarians and instructors who codesigned student projects that embed information literacy into disciplinary courses at three research universities in the United States (University of Arizona, University of Nebraska, and Purdue University)."
More details at http://sites.lib.purdue.edu/cilc/cilc-symposium.html

 

Recording: Using chatbots to access trusted information on COVID-19

An interesting May 2022 recording from the WHO EPI-WIN (information network for infodemics) initiative is Using chatbots to access trusted information on COVID-19 in local languages at https://youtu.be/iU9PFlCbUCA It includes a presentation about the Nigerian chatbot Shehu (see here for information https://translatorswithoutborders.org/chatbot-release-northeast-nigeria/) and Healthbuddy https://healthbuddy.plus/index (n.b., I sampled this recording, I didn't watch it all)

Online conference: 15th-17th June: Untold Stories in Information Science #IST22

On Wednesday 15th - Friday 17th June 2022, at 14.00-17.00 (BST/ Dublin time - see https://tinyurl.com/bdetwf8x for 14.00 BST in your time zone) there is a festival of information science, organised by ASIS&T (Association for Information Science and Technology) European Chapter: Untold Stories in Information Science. Speakers from four continents will unfold a wealth of stories, exploring our complex relationship with information. This conference is free to ASIS&T members (but registration is required). Student non-members pay US $10; Other non-members: US $25. As the current Chair of ASIS&T European Chapter, I'm one of the conference chairs.
Registration here: https://tinyurl.com/IST22reg 

Keynotes are:
- Professor Tom Boellstorff (Department of Anthropology, University of California, Irvine, USA) Intellivision: An Untold Story of Home Videogames, 1979–1983;
- Martin White (Managing Director, Intranet Focus, & Visiting Professor, Information School, University of Sheffield, UK) The untold story of G. Malcolm Dyson (1902-1978): chemist and information scientist.
- Dr Crystal Fulton (School of Information & Communication Studies, University College Dublin, Ireland) Discovering the Untold, Hidden, and Invisible: The Social Impact of Gambling Harm

Other speakers on Day 1 Wednesday 15 June
- The Use of Notebooks by Bangladeshi Village Women to Backup Digital Data - Viviane Frings-Hessami (Monash University, Australia)
- Crossing the border between human and non-human in information science - Niloofar Solhjoo (School of Information Management, Victoria University of Wellington, New Zealand)
- Human information behaviour in contemporary spirituality - Pranay Nangia, and Prof. Ian Ruthven (University of Strathclyde, Scotland)
- The role of information in the formation of gender identity for non-binary and genderqueer people - David Carrie (University College Dublin, Ireland).
- Information Behavior of professional women artists, women teaching artists and women art students in Higher Education Visual Arts Programs - Susan Dawson (Info Science & Learning Technologies (SISLT), University of Missouri, USA)
- Information literacy conceptions among medical undergraduate students: A case study of the Faculty of Medicine, Kuwait University - Fahad Alenezi (Information School, University of Sheffield, UK) 

Other speakers on Day 2 Thursday 16th June
- Bletchley Park: an untold story in Information Science - Prof. Paul Clough (Information School, University of Sheffield, UK), Prof David Ellis (Aberystwyth University, Wales), Dr David Kenyon (Bletchley Park, UK), Dr Ana Cristina Vasconcelos (Information School, University of Sheffield, UK) and Dr Simon Wakeling (Charles Sturt University, Australia)
- Deconstructing Disinformation through Western and Indian epistemological lenses and constructs - Dr Shalini Urs (International School of Information Management, University of Mysore)
- Addressing Absence: Digital Inclusion and Google Maps’ Plus Codes Project - Dr Rebecca Noone (Department of Information Studies, UCL, UK)
- Untold Stories of Visually Impaired Students: Information Access, Practices & Challenges - Dr Syeda Hina Batool (Assistant Professor, Institute of Information Management, University of the Punjab, Lahore, Pakistan); Munazzah Mahmood (Librarian, Kinnaird College for Women University, Pakistan); Tabassum ASLAM, PhD Scholar (Institute of Information Management, University of the Punjab, Lahore, Pakistan)
- Facilitating inclusive spaces for sharing untold stories from diverse perspectives - Jo Mckenna-Aspell, Dr Yuhua Wang, Dr Sophie Rutter and Dr Efpraxia D. Zamani (Information School, University of Sheffield, UK)
- An open research data evaluation model for translational research projects - Dr Nestor A Nova; Daniel Robles (Pontifical Xaverian University, Colombia) 

Other speakers on Day 3 Friday 17th June
- Information sharing in serious leisure as a source of Ibasho and Tanoshimi: A narrative from bonsai growers in Australia - Dr Yazdan Mansourian (Charles Sturt University, Australia)
- The Hygiene Challenges of Workers on the Move - Dr Andrew Madden, Dr Sophie Rutter and Lauren White (Information School, University of Sheffield, UK).
- Are Public Libraries Promoting Social Justice? A Case of Quaid-e-Azam Library of Pakistan -Dr Syeda Hina Batool (Assistant Professor, Institute of Information Management, University of the Punjab, Lahore, Pakistan); Farwa Taqi (Librarian, Quaid-e-Azam Library, Pakistan); Tabassum Aslam (PhD Scholar, Institute of Information Management, University of the Punjab, Lahore, Pakistan)
- Stories Not Statistics: An Autoethnographical & Narrative Exploration of the Value of Public Libraries - Sam Dodd (City, University of London, UK)
- Untold stories of successful aging: The roles of information and knowledge - Prof. William Jones (Information School, University of Washington, USA)
The flyer is here https://tinyurl.com/IST22flyer

New articles: First years; OERs; Decolonising; CCOW; Flipped; Informed research; COVID-19 & information literacy

There is a new issue (volume 16 no. 1) of the open-access Journal of Information Literacy. The articles are as follows (here are also book reviews and reports on the LILAC conference).
- A difference that matters: Disability activism, scholarship and community: Alison Hicks (editorial)
- Unsettling information literacy: Exploring critical approaches with academic researchers for decolonising the university: Frances Marsh
- Integrating information practices into everyday teaching: Jonathan William Phillips, Andrew Whitworth
- Reading between the lines: An examination of first-year university students’ perceptions of and confidence with information literacy: Beverly J Dann, Anne Drabble, Janet Martin
- Instructional elements in an online information literacy Open Educational Resource (OER) and their influence on learner achievement, satisfaction, and self-efficacy: Max Sommer, John Hampton, Angela M. Kohnen, Albert D. Ritzhaupt
- Faces of informed research: Enabling research collaboration: Clarence Maybee, Susan Gasson, Christine Susan Bruce, Mary Somerville
- An investigation into information literacy education in library schools in Nigeria: Monica Eberechukwu Eze, Doris Emetarom Aduba
- Have a CCOW: A CRAAP alternative for the internet age: Anthony Bernard Tardiff
- Intentional librarian-student interactions during COVID-19: Heather A. Dalal, Leslin H. Charles, Megan Dempsey, Cara Berg, Rebecca D. Bushby, Joan Dalrymple
- Using coaching techniques to teach information literacy to first year English undergraduates Sarah Wolfenden
- Improving information literacy and academic skills tuition through flipped online delivery: Laurence Morris, Lindsey McDermott
- Technical practices used by information literacy and media information literacy services to enable academic libraries to handle the COVID-19 pandemic: Eugenia de los Angeles Ortega-Martínez, César Saavedra-Alamillas
- The development and use of online information literacy activities to engage first year health students during the COVID-19 pandemic: Gillian Siddall
Go to https://ojs.lboro.ac.uk/JIL/issue/view/235

Photo by Sheila Webber: poppy, bee, May 2022

Event: Anti-Racist Pedagogy and Decolonising: an Information Literacy perspective

There is an in-person one-day event organised by The UK's Information Literacy Group on 23 June 2022, at the University of Warwick Library, Coventry, UK: Anti-Racist Pedagogy and Decolonising: an Information Literacy perspective. The cost is ILG member £85, non-member £100. There is a link to abstracts and a draft programme on the registration page. Speakers are:
- Dr Anil Awestie (Assistant Professor, Centre for Lifelong Learning, University of Warwick): Anti- racist teaching at Warwick
- Kat Halliday (Academic Support Librarian for Business, University of Warwick Library): Decolonising at Warwick Library
- Anne-Lise Harding (Senior Liaison Librarian, House of Commons): Introducing EDI-focused information literacy at the House of Commons
- Hélène Fernandes (Teaching and Learning Support Librarian for Modern & Medieval Languages & Linguistics, University of Cambridge): Decolonising through Critical Librarianship: raising awareness of race within Cambridge libraries.
Register at https://www.eventbrite.co.uk/e/anti-racist-pedagogy-and-decolonising-an-information-literacy-perspective-tickets-324737808527

Recent open access book: Paradoxes of Media and Information Literacy

Haider, J. and Sundin, O. (2022). Paradoxes of Media and Information Literacy: The Crisis of Information. Routledge. https://doi.org/10.4324/9781003163237 Download it via: https://www.routledge.com/Paradoxes-of-Media-and-Information-Literacy-The-Crisis-of-Information/Haider-Sundin/p/book/9780367756192#sup

Photo by Sheila Webber: balloon and borage, May 2022

Webinar: Teaching with Metaliteracy: Developing Learners as Producers

There is a webinar on 14 July 2022, 13.30 US Central time (which is, e.g. 19.30 UK time), lasting 90 minutes: Teaching with Metaliteracy: Developing Learners as Producers, presented by Thomas Mackey and Trudi Jacobson. The cost is ALA Members US $71.10; Non Members $79.00.
"In their landmark book Metaliteracy (ALA Editions, 2014), Thomas Mackey and Trudi Jacobson created a framework for expanding the scope of traditional information skills to include the collaborative production and sharing of information in participatory digital environments prevalent in today's world. In this webinar, they will introduce participants to the theory and practice of metaliteracy based on the most current definition of the model in their newest work, Metaliteracy in a Connected World: Developing Learners as Producers (ALA/Neal-Schuman, 2022). Participants in this event will go through the core components of this holistic framework, including learning domains, learner roles, characteristics, and the reinforcing goals and learning objectives. The instructors will explain the relationship between metaliteracy and the ACRL Framework for Information Literacy for Higher Education. Participants will explore options for learning design that will meet the needs of their students and start a plan for incorporating metaliteracy in their formal or informal teaching.
More info at https://elearning.ala.org/local/catalog/view/product.php?productid=375
Photo by Sheila Webber: peonies in the powder room, May 2022

Using Queen Victoria's journals for information literacy

I thought I should have at leaast one royalty-related post to mark the fact that this weekend marks the Platinum Jubilee of Queen Elizabeth II. Therefore I present:

Mattison, L. & Tait-Ripperdan, R. (2022). Digital Archives and the Literature Classroom: Advancing Information Literacy through Queen Victoria's Journals. Pedagogy, 22 (2): 295–307. https://doi.org/10.1215/15314200-9576485 or https://read.dukeupress.edu/pedagogy/article/22/2/295/298486
"This article describes the implementation of and assessment findings for a digital archival assignment in the 3000‐level Victorian Literature and Culture course at Florida Gulf Coast University. The assignment utilized ProQuest's database, Queen Victoria's Journals, which comprises the extant journals of Queen Victoria, and demonstrated the value of primary historical research and digital archives in enhancing student content knowledge, information literacy, and critical thinking."

Presentations from #LOEX22

The USA's information literacy conference, LOEX 2022 was held in Ypsilanti, USA, in May 2022, with the theme We Can Do It: Retooling Library Instruction for Today's Learning Environments. There are materials for numerous presentations or workshops available. For example:
- Choose your own Research Adventure: Using Design Thinking to build an online tutorial focusing on Research as Inquiry from Stacy Brinkman and Samantha Hilton (University of California, Irvine) has an informative presentation about developing a tutorial and a link to the tutorial they created on Google sites
- When All You Have is a Hammer, Everything Looks like a LibGuide: Strengths, Limitations and Opportunities of the Teaching Tool Urszula Lechtenberg (University of Pittsburgh) and Helene Gold (New College of Florida) has a presentation
- Knocking Down Deficit Teaching: Practical Methods and Tools to Build on Student Knowledge in Library Instruction Dory Shaffer and Jennifer Sams (Michigan Tech University) - presentation.
- Developing Two Undergraduate Courses in Critical Information and Data Literacy to Advance New College Learning Outcomes Amelia Kallaher (Cornell University) - Presentation. 

Go to http://loexconference.org/breakout-session-materials/ for the complete list - thanks to Esther Grassian for alerting me to this.

Webinar: Engaging Library Professionals in Research and Practice about Critical Pedagogy and Social Justice in Librarianship

A webinar organised by The Information Literacy Section (ILS) of the International Federation of Library Associations and Institutions (IFLA) on 15 June 2022, as a contribution to the IFLA WLIC 2022 Conference is: Engaging Library Professionals in Research and Practice about Critical Pedagogy and Social Justice in Librarianship. It is at 13.00-14.30 US Eastern time (which is, for example, 18.00-19.30 UK time.
Registration is free, but required, at https://us06web.zoom.us/webinar/register
"Social justice design has much to offer to librarians, and critical pedagogy is a way to implement it, because critical pedagogy incorporates inclusive and reflective teaching for aims of social justice. It provides mechanisms for students to evaluate their social, political, and economic standing, and to question societal norms and how these norms perpetuate societal injustices. Speakers are:
- Scholarly and Research Capabilities: A Social Justice Driven Programme, by Reggie Raju, Deputy Director, Research and Learning Services, Jamiee Reid, Librarian, Undergraduate Support, and Jill Claassen, Manager, Scholarly Communication and Research, University of Cape Town, Cape Town, South Africa
- Conversations That Matter: Engaging Library Employees in DEI and Cultural Humility Reflection, by Angel Truesdale, Assistant Professor, Social Sciences and Business Librarian, Abby Moore, Education Librarian, Chrisin Lampkowski, Emerging Technologies Librarian, and Kim Looby, Instruction & Information Literacy Librarian, University of North Carolina at Charlotte, Charlotte, North Carolina,
- Critical Library Instruction Today: An Introduction and Call to Action, by Eamon Tewell, Head of Research Support and Outreach for Columbia University's Science, Engineering, & Social Science Libraries, Columbia University, New York City, New York, USA
- Social Justice Design and Open Pedagogy, by Stephanie Robertson, Outreach Librarian, Joseph F. Smith Library, Assistant Professor, Brigham Young University–Hawaii, Laie, Hawaii, USA
Photo by Sheila Webber: rose, Botanics, May 2022

Recent articles: Information behaviour of - lawyers, young children, immigrants; students' personal information management; business students' information literacy

Selected articles from the last 2 issues of the priced publication Journal of Librarianship and Information Science:
- Ali, I., & Warraich, N. F. (2022). Personal information management through ubiquitous devices: Students’ mobile self-efficacy and PIM practices. Journal of Librarianship and Information Science, 54(2), 174–187. https://doi.org/10.1177/0961000621992821 "The findings revealed that undergraduate students search, browse, and scan information through mobile phones. They used keywords, searched from recently opened file, and from send item to find/re-find information. They save their personal information in folders, use mobile applications, and take screen shot of information to keep it for future use. Current study reported “Sharing as keeping ‘as a new phenomenon in mobile based personal information keeping (ubiquitous environment)."
- Naveed, M. A., & Mahmood, M. (2022). Correlatives of business students’ perceived information literacy self-efficacy in the digital information environment. Journal of Librarianship and Information Science, 54(2), 294–305. https://doi.org/10.1177/09610006211014277 (a study of business students in Lahore, Pakistan) "The results revealed that the business students had high self-efficacy for basic information literacy skills and low self-efficacy for advanced-level information literacy skills. Age, study program, study stage, proficiency for computer, and English language appeared to be the correlatives of students’ information literacy self-efficacy. "
- Solomon, Y., & Bronstein, J. (2022). The information-gathering practice of liberal professionals in a workplace setting: More than just seeking information. Journal of Librarianship and Information Science, 54(1), 54–68. https://doi.org/10.1177/0961000621992810 "The content analysis revealed four distinctive forms in which lawyers in Israel gather information within the contemporary legal practice: (a) self-executed information-seeking, (b) mediated acquisition of information, (c) information discovery and (d) combined information-gathering – which in all compile 10 different habitual strategies of gathering information in their professional work."
- Shuva, N. Z. (2022). “I actually got my first job through my ex-colleague”: Employment-related information seeking behavior of Bangladeshi immigrants in Canada. Journal of Librarianship and Information Science, 54(1), 34–53. https://doi.org/10.1177/0961000621992806
- Barriage, S. (2022). Young children’s information-seeking practices in center-based childcare. Journal of Librarianship and Information Science, 54(1), 144–158. https://doi.org/10.1177/0961000620962164 (a study in the USA) "The findings indicate that the children did not perceive the concept of information in a manner consistent with adult understandings of the term, and that they engaged in information-seeking related to finding out new things on their own, through interactions with others, and through classroom resources, activities, and routines."

Photo by Sheila Webber: white climbing rose, May 2022