Text Analysis Pedagogy (TAP) Institute

The Text Analysis Pedagogy (TAP) Institute runs 10 July - 11 August, 2023. "Libraries are playing a critical role in providing resources to support text analysis, including student and faculty classes. ACRL knows it’s not always easy to know where to begin or for librarians to have the tools they need ... [the American Library Association is] sponsoring the Text Analysis Pedagogy (TAP) Institute to help librarians and other instructors on their campuses learn and teach text analysis."
More info at https://acrl.ala.org/acrlinsider/text-analysis-pedagogy-tap-institute/
Image by Sheila Webber using Midjourney AI, summer birch trees and "fox"

New articles: Information seeking; Self-efficacy; School to university

The latest complete issue of the Journal of Academic Librarianship (a priced publication), Volume 49 issue 4 (2023), includes the following:
- In their words: Student reflections on information-seeking behaviors by Sarah P.C. Dahlen, Kathlene Hanson
- Investigating the impact of demographic and academic variables on assessing students' perceived information literacy self-efficacy by Md. Atikuzzaman, S.M. Zabed Ahmed
- What I had, what I needed: First-year students reflect on how their high school experience prepared them for college research by Brenda Boyer, Ewa Dziedzic-Elliott
Go to https://www.sciencedirect.com/journal/the-journal-of-academic-librarianship/vol/49/issue/4

Photo by Sheila Webber: Rose "Judy Dench" (should be "Judi"!), June 2023

Webinar: What librarians need to know about research integrity

A free webinar sponsored by Springer Nature is: What librarians need to know about research integrity on 25 July 25 at 11.00 US Eastern time (which is 16.00 UK time) "Chris Graf, Research Integrity Director at Springer Nature, will delve into the multifaceted aspects of research integrity and explore the critical role librarians play in promoting and safeguarding it within their institutions. Allison Doerr, Chief Editor of Nature Methods and Dominique Morneau-Brosnan, Chief Editor of Nature Reviews Methods Primers will showcase how their respective Nature Portfolio journals contribute to enhancing research integrity, and demonstrate how these journals can support librarians and researchers alike to promote responsible research practices"
Register at https://www.choice360.org/webinars/what-librarians-need-to-know-about-research-integrity/

Photo by Sheila Webber: pink floribunda roses, June 2023

Webinar: The Threshold Achievement Test for Information Literacy (TATIL)

ACRL has a free webinar: The Threshold Achievement Test for Information Literacy (TATIL) on 20 July 2023 at 13.00-14.00 US Central time (which is, e.g., 19.00-20.00 UK time)
"TATIL is a simple, easy-to-use standardized test that measures the achievement of the information literacy education outcomes, regardless of a student’s major or research focus, across four modules which address learning across all the frames in the ACRL Framework for Information Literacy. TATIL reports help educators identify student areas of strength and areas that need improvement, supporting evidence-based decision-making and inform actions for strengthening student outcomes."
Register at https://ala-events.zoom.us/webinar/register/WN_lWWEwJWZRdGTc_TkH1MoWg#/registration

Photo by Sheila Webber: bee approaching rose, Gothenburg, June 2023

Hyperdocumentation: what are the limits for documenting processes and practices @asist_ec #ist23

This is a catchup blog post from the Information Science Trends conference which took place in Uppsala, Sweden and online 20-21 June 2023. The final keynote was from Olivier Le Deuff on Hyperdocumentation: what are the limits for documenting processes and practices? I was chairing the session, which is why I couldn't liveblog it (see photo, talen by Isto Huvila), but these are mostly notes that I took during the talk, so as usual, apologies for any false interpretations. A slogan I would lift from this talk is  "Documentation is not dead".

Le Deuff talked about the Belgian bibliographer Paul Otlet, and in particular his concept of hyperdocumentation. Le Deuff has written a book about this. Paul Otlet (1868-1944) started as a lawyer, but found his strengths as a bibliography and went on to (amongst other things) create the Mundaneum ("a google of paper") which housed the index-card based attempt to document the knowledge of the world (finally comprising 15 million index cards). Otlet was also a pacifist, imagining a world of peace.
For Otlet there are 5 stages to hyperdocumentation. (1) Man sees the reality of the universe (2) man reasons about reality and interprets it (3) introduces the document (4) creates scientific instruments (5) connects instrument and document (a fusion). Then there is the ultimate stage where there is a recording instrumentation established for each sense - with documents able to encode and transmit sound, the visual, taste, fragrance and touch. "Hyper" (in hyperdocumentation) means several things: massification; extension (or augmentation); reduction (to better categorise and understand); document diversity; new methods (thinking about machines that could enable hyperdocumentation) and hyper-document.
Otlet connected this work with his pacifism, contrasting hyperdocumentationn (connecting humans) with hyperseperatism. Le Deuff presented a quotation from Otlet's Monde, which envisaged a future where everything is documented as it happens and man could see everything as it happened (together with past knowledge) so that "everyone in his chair could contemplate creation". Le Deuff felt that this was more than "the internet". The cosmographe is the instrument that records everything and the cosmoscope is what gives you access to everything. Le Deuff said that the idea of a "second brain", posited as being a result of AI, can also be seen as Otlet's dream. This vision included interlinking of the smallest and largest elements, and a process of categorising and organising the information. It was an interconnection covering all aspects of civic life. Thus another project was the world city - a "colossal book".
Le Deuff also thought Otlet could be seen as a transhumanist, with humans modified or augmented to improve their capacities for reasoning. Otlet envisioned being able to change the world and regulate society for good through this process. This included the idea of the fluid metahuman. 

To supplement my account, there is the HyperOtlet project (mostly in French) and a useful article in English is:
Le Deuff, O. & Perret, A. (2019). Paul Otlet and the Ultimate Prospect of Documentation, Proceedings from the Document Academy, 6(1), Article 14. https://doi.org/10.35492/docam/6/1/9

Approaching gameplay process documentation @asist_ec #ist23

My last liveblog from the Information Science Trends conference taking place in Uppsala, Sweden and online.The final paper was Approaching gameplay process documentation, presented by Olle Sköld. Sköld gave examples of initiatives about preserving videogames e.g. Library of Congress, Internet Arcade, Finnish Museum of Games, Swedish technology museum ("play beyond play" documenting activities around play), Embracer Games Archive. He categorised the initiatives as : conceptual work, cooperation, adaptation (including migration); collection & creation of "content material. He posed questions (1) what can paradata be? (2) how can it be useful in videogame documentation and preservation.

He drew on two studies of content production discussed on a reddit forum and a wiki, and the research approach included ethnographic methods . Some examples from his findings were that he identified paradata: on the purpose & scope of the community; on "epistemic and methodological characteristics" (e.g. how knowledge claims were evaluated); data selection procedures (e.g. how data is identified as relevant - such what was referenced - Youtube, the game etc)
A conclusion was that "paradata can facilitate talking and thinking about pertinent facts of videogame documentation and preservation". This work is relevant to GLAM (Galleries, Libraries, Archives, Museums) activities and for videogame research.

There are paradata problems including: what paradata is useful? what paradata needs to be created by data nakers and videogame documenters? What paradta can be harnessed from existing resurces? How to collect paradata ethically? Sköld finished by questioning what paradate was in the context of videogame documentation (e.g. a methodological element; a literacy)
Photo by Sheila Webber: Uppsala castle roof, June 2023

Data papers as documentation of research processes and practices; Contexts of Data Discovery and Selection Criteria for Clinical Trials Data @asist_ec #ist23

My penultimate liveblog from the Information Science Trends conference taking place in Uppsala, Sweden and online (I'll do one or two non-live blog posts later). First in this session: Data papers as documentation of research processes and practices, presented by Isto Huvila(pictured), and coauthored with Dydimus Zengenene, Olle Sköld and Lisa Andersson. The abstract is at https://zenodo.org/record/8059285 
A data paper was defined "as peer-reviewed text describing a data set and published in a peer reviewed journal". In such a paper tere tends to be a context/summary; methods; data files; notes on validity of the data; notes about its potential use and reuse; notes on its reproducability and whether code (used with the data) is available: however, there is not a standard format. There are some journals which are specifically focused on this type of paper. It can be a way of encouraging people to publish their data, to encourage reuse and also to improve the staus of this kind of paper (as well as the usual thing of getting a publication and citations). What hasn't been examined so much on the extent to which these papers document the research process.  
Huvila went on to talk about how research processes and practices were described in 77 archaeology articles, identifying variation. He highlighted some huge differences in the amount of detail given  about data collection - from a senetence to dense paragraphs. What was relevant for the document would also vary. Another issue is that some matters might be documented in the article and some in the data set (e.g. survey questions as part of the data set).  In terms of authorship, it is not always made clear who did what in the research. There is evidence of disciplinary differences in terms of what is described and in what detail. There are further differences depending on whether primary or secondary data is involved. There is the issue of the kind of research behind the data. There may be differences between data from thesis data, project data and ongoing datasets. The original purpose of research - whether the data was central to the research or a by-product - ccould lead to difference.
Overall, it seemed like these papers were perhaps not paradata (providing data about processes).

Investigation of Contexts of Data Discovery and Selection Criteria for Clinical Trials Data, presented by Ying-Hsang Liu, and coauthored by Mingfang Wu and Megan Power. The abstract is here https://zenodo.org/record/7919508 
The aim of the project is to understand data discovery by clinical trial researchers, aiming to improve the experience. It involved interviewing 17 researchers and data specialists who had reused data (with also a pre-interview survey). This is sensitive data with strict processes for getting access. Research questions were: what criteria do researchers apply in assessing relevance and usability, and secondly the relationship between context of data discovery and the criteria. Thematic analysis was used. A few findings follow. Clinical trial designers looked at clinical trial registry data and conducted a meta analysis; Clinical/health guideline developers focused on definition of topic scope and topic mapping and aimed to identify gaps in existing guidelines; secondary study researchers undertook meta analysis through searching and consulting with experts and secondary data analysis (the latter with access to source data).

In terms of data attributes - there are specific data needs related to purpose and outcome of the study; to data quality and integrity; to metadata and documentation; and to access (e.g. contact information of data custodians). Selection criteria included scientific accuracy; completeness; currency - these were mapped to different contexts. Three standout observations were: providing consistent guides about data documentation and data dictionary; enhancing provenance and common license information; make metadata available together with datasets.

Demystification: how librarians can bring order to algorithmically driven transactions; Running practice; @asist_ec #ist23

This is today's first liveblog from the Information Science Trends conference taking place in Uppsala, Sweden and online. First I'll blog Demystification: how librarians can bring order to algorithmically driven transactions, presented by Maureen Henninger and Hilary Yerbury (who presented virtually with a 16 time difference between them - one having to stay up very late and the other get up very early). The abstract is at https://zenodo.org/record/7911991
Algorithms are often considered as "black boxes" and there are frequent calls for people to be algorithmically literate, and this research probed the understanding of librarians. 30 university librarians from aross Australia were interviewed using a practice-based approach. The presenters used as a key note one interviewee's reflection that they had an "official brain and unofficial brain" (indicating a split between their professional and everyday practice). 

In terms of developing students' information literacy, interviewees talked about taking students from naive to autonomous learner, there was an emphasis of structured searching and also an emphsasis on evaluating information and identifying authoritative information. The autonomous student was seen as one who could identify trustworthy sources (rather than the emphasis on being able to engage with content to judge for yourself). Critical thinking was talked about in an academic education context (for example - health information seen in terms of what was needed for a medical and health course rather than in the context of everyday health).

Participants hadn't necessarily connected algorithms and literacy, and were not sure how they would explain algorithms to a student. Their responses were more socio-cultural (aware of issues around alogrithms affecting social media) than socio-technical. The metaphorical language (e.g. talking about "magic") in relation to algorithms illustrated this. Interviewees were aware of the role of algorithms in everyday life, and there was a notable concern about privacy (rather than concern about misinformation, with few exceptions). This could be interpreted as a tussle between the official and unofficial brain - which I interpret as a disconnect between people's everyday experience and practice of information  and their official identity as professional practitioners, the latter with a focus on a structured and focused approach to information literacy. 

The presenters felt that the picture was not particularly optimistic for librarian practice: information literacy education needed to be changed (so it didn't cling to over-structured approaches which were limited in scope). They felt librarians were capable of this, but there were challenges. The proposed responses were grouped under "utilise expertise in processes without fear or favour" and "emphasise a critical and reflexive approach to all information". (see the slide, above) As an educator of LIS students, I can see the implications for LIS students developing their professional identity (and reflecting more on the relationship with their personal identity) as well as teaching IL and IL education.

More briefly: Lee Pretlove talked about A record of a run: documenting running through self-tracking data and personal (digital) archive practices. He focused on the methods used in his research into runners' use of self tracking data, and also the data the participants collected about themselves. The study's mobile data collection showed how the runner pressed their tracking device at teh start and finish of the run. The data was uploaded using apps, and this process was something of a black box for most runners, and it involved little effort on the part of a runner. The complex digital records and any print records (e.g. in a diary) were used and valued in different ways, and there could be a strong emotional attachment to the records as a history of their running (particularly from male runners).

Also in this session was An information framework for research on difficult heritage, memory and identity practices on social network sites, presented by Costis Dallas, also authored by Ingrida Kelpšienė, Rimvydas Laužikas and Justas Gribovskis https://zenodo.org/record/8056443, a qualitative work.

Can Argumentation Help Understand How Scientific Information Reaches the Public? @asist_ec #ist23

My third liveblog from the Information Science Trends conference taking place in Uppsala, Sweden and online. The photo was taken in the park next to the building where the conference takes place. This is Can Argumentation Help Understand How Scientific Information Reaches the Public? from Heng Zheng and Jodi Schneider. The abstract is at https://zenodo.org/record/8023747 Again, these are my impressions of the talk recorded on the spot. 

Zheng started wih a cake model of how infomation raches the public - the top layer the underlying science, the second policy and practice, the third are the news media and finally social media. He identified that there can be misunderstanding because of differing levels of expertise of different groups (e.g. scientist, journalist, layperson). Using the example of mask wearing during COVID, Zheng proposed argumentation as approach to map and understand the situation. He then explained their interpretation of argumentation and argumentation theory - with arguments containing premises and conclusions, and visualisations helping to enlighten controversy. He identified that different arguments were being presented in multiple places, with people defending their particular positions. He defined polylogue - with more than 2 players and more than two positions, and it was the polylogue aspect of the research was distinctive.

For the COVID example, the in-science layer in this research study focused on a Cochrane review on evidence about mask wearing, and the out of science layer focused on public discussion of this review. For the in-science layer, for an article,  the "players" were the authors, the "position" was the conclusion of the research, and the "place" was the country where the research took place, but also where it was published. Zheng highlighted that there were different "positions" - some concluding that masks did reduce transmission, and others that they did not, and others again saying that the evidence was not sufficient either way. The visualisations would map each aspect (player, position, place) and the relationships between them.

For the out of science picture, "Players" were journalist social media, "positions" were views on masks, "places" were different social media sites and newspapers. The researchers selected news articles using altmetrics, and then analysed them and visualised them considering the political position of the media. They intend to use a similar polylogue approach to research other issues (e.g. climate change) and conduct further research including creating information behaviour models

Assembling fragments: a two-layer knowledge management tool to explore algorithms and their social functions #IST23 @asist_ec

My second liveblog from the Information Science Trends conference taking place in Uppsala, Sweden and online. It is Assembling fragments: a two-layer knowledge management tool to explore algorithms and their social functions, from Rayya Roumanos and Olivier Le Deuff. The abstract is in this archive https://zenodo.org/communities/information_science_trends/?page=1&size=20 and also here Roumanos started by explaining the aims and scope of the ALGO-J research project - which arises from collaboration between journalist and other organisations with the researchers. The aim is to to provide journalists with the necessary resources to understand and critique algorithms.
Journalists are now dependent on algorithms for various aspects of their craft, including gathering and disseminating news - as well as reporting on stories to do with algorithms. However, journalists are not necessarily algorithm-literate. The fact that the code for algorithms is hidden does not help. However there is also a certain lack of knowledge, skill and curiosity about algorithms amongst journalists. Roumanos talked about the need to opt for taking a socio-technical (rather than just a technical) perspective - there are issues of power, bias etc. in algorithms.
In order to investigate algorithms, theere is a need to make the algorithms not just visible, but hypervisible. LeDeuff talked about the Cosma tool, which enables document graph visualisation and demonstrated https://cosma.graphlab.fr/ (see photo) - leDeuff mentioned influences from the documentalist Paul Otlet and also Ted Nelson The data within the system (the "index cards" are produced by the researcher (with definitions etc. based on the literature)  and also including articles about journalism and algorithms).
Algorithms are used to create the graph, and people will be able to play with it to see the impact of the algorithm and the effect of changes to the algorithm (via sliders that are on the tool's screen). Journalists will have input to how it is developed and how it can be used, which should help them be able to understand and investigate algorithms.
The project website is at https://algoj.hypotheses.org/

The Philosophy of History Meets Archival Practice @asist_ec #ist23

I will be doing some liveblogging from the Information Science Trends conference taking place in Uppsala, Sweden and online. I was a co-organiser for the conference, through my involvement with ASIS&T European Chapter, and the other co-organiser and host is the CAPTURE project. The first keynote is The Philosophy of History Meets Archival Practice, from Kirsten Walsh & Adrian Currie. The abstract and presenter bios are here.
The following is my own impression, as a non-historian/philosopher. I'll just forecast that I made a connection between the second part of the talk (on the Royal Society) and the origins of the Institute of Information Scientists (many of whose founders were Royal Society members)
Currie started by talking about substantive historical disagreement, using the example of Winston Churchill's request for a platypus - connecting together Churchill's love of animals, and what happened to the platypus (it was during the war: a depth charge went off near the ship transporting it from Australia and it died of shock). This can be formed into a chronology, connecting with the idea of  "History: a narrative structure lain atop a chronology". However, the history can be seen in a different way, with a different narrative - rather than it just being about Churchill's idiosyncracy, it was more about the tensions and diplomatic relationship between Australia and the UK. For example, the Australian law forbidding the export of the platypus was changed so Churchill could have one. Currie identified the way in which historical evidence would be pursued and investigated to underpin substantive historical disagreement. Currie identified an archive as a curated collection, which is gappy and incomplete, but also intentiona

Walsh took over to talk about the Royal Society (RS) archive. She identified that the RS's stated l.purpose in 1667 included making faithful records of all the works of science, nature and art. This would enable fellows of the RS to see what had been done and therefore what needed to be done, building on past knowledge. This meant recording its own activities and proceedings, in addition to keeping track of recorded knowledge to identify the facts necessary to advance.
There were practical difficulties, to do with: reliability, physical location (the information was initially scattered in people's homes etc.), ownership (because initially the information was in people's homes - when the person died the information might be lost), access (the collections were there to be used, but it was difficult to track down the right information), and manpower (people to record and manage the information). This led to an archive with missing pieces, and shaped by the RA's ideology.
The origins of the RS are contested. One story starts with Christopher Wren giving a talk at Gresham College. Another starts with discussions started by Robert Boyle to start an "invisible colllege" and a third starts with teh Oxford Experimental Philosophy Club. Walsh said it was interesting that it was the Wren narrative that the RA itself adopted. Walsh then mapped out the early names of the RS and the two Royal Charters it obtained.
The ideology adopted by the RA was Baconian: large scale collection of empirical data, with collaboration (needed because of the large scale) and aiming for completeness. This required collecting and record keeping, literally creating a storehouse of facts. In order to create the right sort of evidence, guidelines were set for those who were collecting the data in the field (and the sea!).
Walsh showed examples of record books, the kind of information they contained, and talked about the process of accessing them - that you would call them up one at a time. These give evidence of how the records were used and positioned (also there is information which reveals some of the processes - letters to be written etc.) She traced through the connection between different parts of the archive - for example a paper presented and (in another book) the minutes of the meeting where that paper was presented which might tell you how the paper was received. The records also were treated as historical documents that was reviewed and corrected.

Currie drew on Walsh's presentation to reurn to the idea of substantive historical disagreement - and how the archive and the official history of the RS craft their own version of history. You would need to do some additional digging to answer the question "who were the original members of the RS", resisting just accepting the RS's narrative. Currie said that substantive historical disagreement had to involve narrative rather than chronology, and the disagreement "turns on historical evidence".

Walsh finished the talk by talking about the advantages and limitations of digitisation, using the example of the Newton Project. The key limitation was loss of context when you engage just with the digital version, losing both historical context and material context. You also might get an erroneous idea of completeness of the archive. "You still need to do the history of the archive, no matter what".

Policy Brief - Information Integrity on Digital Platforms

The United Nations has just published Our Common Agenda: Policy Brief 8: Information Integrity on Digital Platforms. It proposes a Code of Conduct for Information Integrity on Digital Platforms built on "the following principles: Commitment to information integrity; Respect for human rights; Support for independent media; Increased transparency; User empowerment; Strengthened research and data access; Scaled up responses; Stronger disincentives; Enhanced trust and safety" (p21)
The press release is here https://news.un.org/en/story/2023/06/1137562 and the report here https://www.un.org/sites/un2.un.org/files/our-common-agenda-policy-brief-information-integrity-en.pdf
In highlighting the report on the HIFA (Healthcare Information For All) mailing list on 13 June 2023, Neil Pakenham-Walsh observes "As a general comment, the report (like most such reports) focuses too much on 'combatting misinformation' and ignores what I believe is the most important challenge: the need for a global strategy to improve access to reliable information and to help people differentiate reliable from unreliable information. Such a strategy would in my view be far more effective than any amount of 'combatting misinformation' (although of course we need to do the latter as well)." which I think is a pertinent critique.
Photo by Sheila Webber: eco roof, May 2023

UK's Media and Information Literacy Alliance strategy

The UK's Media and Information Literacy Alliance has just published its mission and strategy document. Their mission is "MILA’s mission is to foster collaborations and education that empower everyone in the UK with the lifelong ability to reach and express discerning views about the information and media that they use, share and create. "
It is linked from: https://mila.org.uk/about-us/ and the direct link is https://mila.org.uk/wp-content/uploads/2023/06/MILA-mission-and-strategy-June-2023.pdf
They identify 4 areas for activity, one is about MILA's operation, and then they identify Advocacy (e.g. political engagement and influencing); Capacity-building (e.g. practitioner training, certification and accreditation); Research (e.g. alignment of existing models and approaches).

Image by Sheila Webber using Midjourney AI prompt Media and Information Literacy Alliance strategy in style of David Hockney

Short course: Exploring AI with Critical Information Literacy

A priced short online course run by the US Association of College & Research Libraries is Exploring AI with Critical Information Literacy. It runs 28 August - 22 September 2023, and is led by Sara Morris. The cost is American Library Association Members US $188.10 and non-members US $209.00.
"In this course, we will examine and unpack AI through the lens of critical information literacy and will explore the ways AI is rooted in and is an expression of our social, political, and cultural systems and power structures. With this critical lens, we will examine ways in which librarians can uncover, navigate, and respond to many of the challenges posed by AI. How can we as librarians leverage our expertise and contribute to conversations and efforts around things like ethical AI movements? How can librarians empower our communities to ask questions and engage with AI and technology more critically? "
More details at https://elearning.ala.org/local/catalog/view/product.php?productid=922
Image created by Sheila Webber using Midjourney AI, June 2023 (another attempt to get get an image about librarians in the style of a zine)

New articles: Sustainability; Misinformation; User education

A new issue of the open access IFLA Journal (Volume 49, No. 2, June 2023) is available. Articles include
- ‘‘Libraries model sustainability’’: The results of an OCLC survey on library contributions to the Sustainable Development Goals by Lynn Silipigni Connaway, Brooke Doyle, Christopher Cyr, Peggy Gallagher and Joanne Cantrell
- Online information seeking during the COVID-19 pandemic: A cross-country analysis by Mahmood Khosrowjerdi, Cecilia Black Fylking and Neda Zeraatkar
- Spread of misinformation during COVID-19: The case of Mauritius by Ambareen Beebeejaun
- Students’ perceptions of the user education programmes at a South African university by Katlego Petrus Chiya, Omwoyo Bosire Onyancha and Ifeanyi J Ezema
Download the whole issue at https://repository.ifla.org/handle/123456789/2635
Photo by Sheila Webber: Bluebells and buttercups, May 2023

Short online course: #Infodemic Management: Addressing health #misinformation

A free online course offered by the World Health Organization is Infodemic Management: Addressing health misinformation. They estimate it will take 3 hours to work through and "A Record of Achievement will be available to participants who score at least 80% of the total points available in the final assessment."
"Public health authorities have a duty to share health information with the population so that people can adopt adequate behaviours to protect their health and the health of others. However, in our modern information ecosystem this objective can be challenged by the overflow of information of varying quality that surges across digital and physical environments during acute public health event.
"Understanding how this infodemic, including mis- and disinformation, links to people's intent and behaviour in different communities online and offline, and how to manage it, has become critical for effective preparedness and prevention of health threats. This course introduces the learners to the concept of health misinformation in an infodemic management context, what harms it can cause, how it spreads, and how to prevent and manage it."
It is at https://openwho.org/courses/im-health-misinformation
There are also 2 other similar courses on infodemics that you can take: Infodemic management: Developing an infodemic insights report and Infodemic management 101
Photo by Sheila Webber: hydrangea, May 2023

#FanLIS recordings

Not strictly information literacy, but for Sunday entertainment, the recordings of the FanLIS virtual conference are available. This conference connecting library & information science and fan studies is run by the Department of Library & Information Science, CityLIS, at City, University of London, UK.
An example presentation is: The Library Wants to Kill You: Places of Information as Battleground and Sanctum in Halo from Mackenzie Streissguth.
The recordings are at https://blogs.city.ac.uk/fanlis/fanlis-symposia/fanlis-2023/fanlis-2023-recordings/
Image produced by Sheila Webber using Midjourney using the prompt: The Library Wants to Kill You Places of Information as Battleground and Sanctum in Halo

New articles: Critical Information Literacy

The open access Journal of Information Literacy has moved to https://journals.cilip.org.uk/jil/index. If you want to be alerted to new issues etc. then you need to register with this new site. There is also a new issue available (vol 17 no. 1):
- Taking stock of critical information literacy (Editorial) by Lauren Smith & Alison Hicks
- Transnational Chinese students’ online information literacies during the COVID-19 pandemic by Huan Gao, Angela Kohnen
- Sharing in the echo chamber: Examining Instagram users’ engagement with infographics through the frame of digital literacy by Ella Burrows
- Information literacy and its link to evidence-informed policymaking in Zimbabwe by Ronald Munatsi
- Information literacy curriculum mapping in the health sciences: A scoping review by Devon Olson, Sandi L. Bates, Shannon Yarborough, Sara Westall, Megan Keely Carroll Denis, Montanna Barnett
- Approaches to information literacy conceptualisation in primary, secondary, and higher education contexts: A review of current scholarly literature by Caitlin Taylor, Daniela DiGiacomo
- Personalised learning paths for information literacy using Canvas MasteryPaths by Neil Dixon, Andrea Packwood
- What role can affect and emotion play in academic and research information literacy practices? by Alex Hewitt
- Critical workplace information literacy: Laying the groundwork for a new construct by Dijana Šobota
- ‘They burn so bright whilst you can only wonder why’: Stories at the intersection of social class, capital and critical information literacy — a collaborative autoethnography by Darren Flynn, Teresa Crew, Rosie Hare, Krishna Maroo, Andrew Preater
- The critical information literacy of social workers: Information literacy as interpersonal practice by Sara Sharun
- Information literacy in the age of internet conspiracism by Matthew Hannah
- Dialectical roots and praxis routes: A contribution to critical information literacy from Hegel, Marx and Bloch by Marco Schneider, Arthur Coelho Bezerra

Photo by Sheila Webber: wild roses, May 2023

My award for virtual worlds education @vwbpe

Earlier in the year I was honoured to be given the 2023 Thinkerer award, given annually to
"an individual whose deeds and actions have shown consistent selfless service towards the promotion of learning, community, educational practices, and who exemplifies the spirit of cooperative development within immersive environments."
I am the first European to get the award, and in particular it was for my leadership of the weekly international discussion group, Virtual Worlds Education Roundtable. 

The virtual award was presented in the virtual worlds Second Life at the Virtual Worlds Best Practices in Education conference (a huge virtual statue - I'm standing next to it (in my ball gown) in the 2nd photo, taken at the award ceremony). The physical award took a bit longer to arrive through the post from the USA: in the first photo I'm holding it (thanks to Sophie Rutter for the photo). The award has gone to some awesome educators so it was inspiring to receive it.

The news announcement is here https://www.vwbpe.org/vwbpe-news/vwbpe-announces-2023-thinkerer 

There is a video of Dr Becky Adams (University of New Mexico) reading out my citation, and my acceptance speech here https://youtu.be/8etiP7Up12k This was my speech (btw in Second Life you choose your name - where I mention 2 names in my speech, below, the first one is the SL name, mine is Sheila Yoshikawa)

"I was both humbled and proud, and so delighted, when I found out I had been given this award. In my mind nothing is worth more than an award from your peers, people who have worked with you and know you. Thank you so much for this. Of course I now have to thank OTHER people, who have shaped my journey in virtual worlds. I am already going to have to talk really fast to fit in the names, and there are others I ought to have named and haven’t! Apologies to them!
"From my earlier days I want to thank: The British JISC initiative that supported British educators and gave my work a home in my first months in SL, and the CILASS project that funded Infolit iSchool island in its early years. Professor Jackie Marsh and Dr Julia Davies in the University of Sheffield’s Education School shared the island and also drew me generously into their projects. Ishbel Hartmann (Vickie Cormie outside SL) and Maggie Kohime (Lyn Parker) are librarians who co-taught my students in SL, and collaborated on workshops for librarians inside and outside the virtual world. I mustn’t forget my students in the Information Literacy and Educational Informatics classes, whose creations are still on Infolit iSchool for everyone to enjoy.
"Then there was the transformational Educators Coop, with its leaders Bluewave Ogee – the late Dr Leslie Jarmon – and North Lamar (Dr Joe Sanchez). I learned so much through working with the Coop, and will never forget Bluewave’s last words to the Coop “Tell them it’s been REAL”.
"Moving on from the early years I would like to thank Pancha Enzyme (Dr Marshall Dozier), an inspirational co-worker, and the researcher Professor Diane Nahl, particularly for their work in the Information Literacy Journal club. I have also valued working with Brielle (Elisabeth Jacobsen Marrapodi) and Pi Illios (Rossana I. Barrios) on presentations and installations. I would like to thank the folks at NonProfit Commons, and conference organisers, in particular the organisers of the annual wonder that is Virtual Worlds Best Practices in Education.
"More recently, being a small part of the development of the Virtual Worlds Education Consortium has been a privilege. Maggie, Elli, Zinnia, Lyr, Rhiannon, Kavon, Phelan, Lorivonne and Buffy are just some of the people to thank for all these things.
"Finally, over the last years I have been devoting professional educator energy to Virtual Worlds Education Roundtable. VWER IS the people who come to VWER, there would literally be nothing if no one turned up to create the discussion. I would like to thank AJ who created VWER, my predecessor VWER leaders and in particular Kali (Dr Evelyn McElhinney), and VWER regulars – currently including Thinkerer himself (Dr Selby Evans), Liss/Wisdomseeker (Lynne Berrett), Jamie Jordan, Stranger, Pi, the life-enhancing Marly Milena, Shiloh, Breila, Sue and Serenity.
"And finally - the rest of the VWER organisers. Dr Shailey Minocha, and previously Camie Rembrandt. Valibrarian (Dr Valerie Hill) who has become part of the team in the last year and applies her habitual energy and flair. And Beth Ghostraven (Beth O'Connell) – Beth, I do not know what VWER and I would do without you! You are a treasure.
"I have to confess that still whenever I boot up the Second Life browser and see the message – connecting to region - loading world – I still feel that thrill of excitement, that anticipation about the wonders that can unfold. And Bluewave’s words come back to me – remember – IT IS REAL."

Call for proposals: ASIS&T @siguse Symposium: The Evolving Nature of the Human Side of Information Research

There is a call for proposals for the 2023 ASIS&T SIG-USE Symposium: The Evolving Nature of the Human Side of Information Research which will be a proced online event 7 October 2023, held 09.00-12.00 US Eastern time (which is, e.g., 14.00-17.00 UK time). The deadline is 15 July 2023.
"As technology and society continue to evolve, it is becoming increasingly important to consider the human aspects of information research - human information practice, innovative approaches, and interaction and ethical challenges. It will consist of panel discussions, extended abstract presentations, breakout group discussion sessions, short lightning talks, and Awards presentations. It is intended for students, faculty, researchers, and information professionals who are interested in information behavior and practices research and in the translation of findings from this research area into professional practice."
Topics include: Human Information Practices; Innovation and Change; Interaction and Ethical Challenges Submission Categories for "completed research and research-in-progress, and that showcase empirical, conceptual, theoretical, and methodological findings or rich practice cases and demonstrations" are extended abstracts (1,000-2,000 words) or lightning talk abstracts (500 words)
More details at https://www.asist.org/sig/siguse/sig-use-annual-symposium/
Submissions at https://vuw.qualtrics.com/jfe/form/SV_3jDV151WjM4P2R0
Photo by Sheila Webber: Botanical Gardens, May 2023

Call for papers: Text and Data Mining Literacy for Librarians

Chapter proposals are sought for a book Text and Data Mining Literacy for Librarians, to be published by ACRL. The deadline for proposals is 15 July 2023. The book "will provide librarians with a broad overview of the TDM-specific data literacy skills needed to support researchers. It will include case studies of library-supported TDM projects in a variety of disciplines, from the digital humanities to the social sciences and beyond. This volume will help librarians of all experience levels learn to support researchers utilizing TDM across disciplines and even conduct TDM research of their own.". There are 3 sections:

- Section 1: Essentials of Text Data Literacy "This section will provide a basic understanding of contemporary research topics and skills necessary for librarians to adequately support faculty and students who are conducting TDM research."
- Section 2: Education, Training, and Logistics. "This section will cover the many core mechanics of TDM, including data sources, licensing and legal aspects, collections management, vendor products, and administrative perspectives."
- Section 3: Practical Applications and Case Studies. "This section will provide case studies of library-supported TDM projects in a variety of disciplines in order to help readers understand practical applications for TDM skills in the library."

Proposals should be submitted at https://docs.google.com/forms/d/e/1FAIpQLSeKGKIbukaLj4mzHUZZkLzdRU_ohwkBcH6QRGRP0KJ4qzMHNA/viewform Email Whitney Kramer at wbk39@cornell.edu with any questions.
Photo by Sheila Webber: wild rose, May 2023

New book: Information Literacy and the Digitalisation of the Workplace

Widen, G. & Teixeira, J. (2023). Information Literacy and the Digitalisation of the Workplace. Facet Publishing. ISBN: 9781783305797. "The book includes lessons learned from investigating workplace information literacy across very different empirical domains (e.g. a nuclear power plant, an open-source software community, and a university among others). It outlines methodological and conceptual developments for anyone investigating information literacy across the modern workplace undergoing digitalisation, extending the debate on the impact of digitalisation on individuals and organisations. "
For table of contents and the introductory chapter go to: https://facetpublishing.co.uk/page/detail/information-literacy-and-the-digitalisation-of-the-workplace/?k=9781783305797

Webinar: Strategies to inform library work with adult learners

The ALA's Library Instruction Round Table (LIRT) Adult Learners Committee has organised a free webinar on 6 June 2023 at 13.00 US Eastern time (which is, e.g. 18.00 UK time): From theory to practice: Strategies to inform library work with adult learners
"In this interactive webinar from the , we will introduce adult learners as a major library demographic. We will also provide a brief overview of key adult learning theories that inform current library practice and discuss three examples of various libraries serving adult learners. Attendees will have an opportunity to share both their own experiences as adult learners and their experiences as information professionals working with adult learners."
Register at https://niu-edu.zoom.us/meeting/register/tZIqdOiqrDIpGdKo1F9n3Rn2XHK5d118T50h
Photo by Sheila Webber: a moment of rest, spring branches, May 2023

New articles: ChatGPT & libraries

The latest issue (vol 84 issue 6, 2023) of the open-access College & Research Libraries news includes:
- ChatGPT conundrums: Probing plagiarism and parroting problems in higher education practices by Zoë (Abbie) Teel, Ting Wang, Brady Lund
- My new favorite research partner is an AI: What roles can librarians play in the future? by Leo S. Lo
Go to: https://crln.acrl.org/index.php/crlnews/issue/view/1639/showToc 

Image by Sheila Webber using Midjourney, with the prompt ChatGPT conundrums: Probing plagiarism and parroting problems in higher education practices (i.e. the first article's title) - since it's Midjourney the text in the pages is unreadable, which seems appropriate to the subject. Not too sure what that thing top right is - the scroll of knowledge disintegrating under the post-it notes of AI?

LIS Student Research Showcase: recording

On 27 Apr 2023 OneHEmindsets and the Scottish Academic Libraries Cooperative Training Group (SALCTG) hosted an online research showcase with current and recently graduated students of Library and Information Science (LIS), or related programmes. The recording is now at https://youtu.be/1eE39mX_z_Q It starts with introductions to CILIP Scotland, SALCTG and the Scottish new professionals group. Then there are 4 presentations
- Exploring scholarly mental models and information behaviour in disciplinary contexts: Hye Lim Nam, Glasgow University
- LoveLibraries-Hashtags and folksonomies in public library Instagram accounts: Chloe Hartley,  Robert Gordon University
- Facing the challenge of embedding digital ethics in organisational culture: Tricia White, Napier University).
- Creating Zinemaking resources for Scottish librarians working with young people: Fiona Johnston, Robert Gordon University (this was prerecorded)

Image created by Sheila Webber using Midjourney, with the prompt librarians disciplines hashtags in the format of a zine - since this doesn't look like a zine this was a failed prompt, but I did like this image